Suggested improvements to the delivery of this unit
- The video material should have been uniform in length and that length should be kept brief and the delivery more frequent and granular (ie more tiles on the Blendspace)
- Blendspace incorporates a mechanism to leverage Google signins to track student engagement with the work. Since Melba (as do may schools) has a Google Apps domain and a sign in linked to a network account, ideally students should be required to sign in to view the material and their engagement tracked at a regular frequency. Simple awareness that viewing the material is logged may likely be enough to induce a greater level of voluntary compliance
- It was evident that more granularity was required in the assessment of understanding of the theory work. It was envisaged and schedules for that very little time would be spent recursing theory material. However, since each practical exercise was contingent on being conversant with the preceding theory material it quickly became obvious there was considerable variance in students understanding of concepts. It is suggested that each Blendspace tile should be accompanied by some form of online assessment which is easily viewed by the teacher. A Google form linked to spreadsheet would be the simplest to construct and gather data from, alternatively there are a number of commercial and open source quiz creation tools (including one embedded in Blendspace itself) that would suit. This way feedback to students would be instantaneous and assessment much more granular/authentic from a teacher perspectiv
- To complement the glossary and to facilitate more effective revision a key knowledge grid should be constructed to accompany the unit.
- Similarly a key skills grid, aligned to AusVELS should be constructed and applied to each exercise in the course.
- There was little unguided/self directed investigation built into the course due to time constraints in this instance. It would be a richer course were a greater element of this incorporated.