SCATE: a pragmatic model for specifying elearning material

1
SCATE a pragmatic model for specifying
e-learning material

• Walaa Bakry
• Middlesex University

2
Rationale for SCATE

• Need for a template to get authors starting
• Need for a consistent method of presenting the
  material
• Need for a mechanism for dividing the meterial
• Need for a consistent look and feel across
  modules
• Need for a model that can be easily audited and
  quality assured

3
(No Transcript)
4
SCATE Learning Material Structure
Module
Units
1 credit 9 hours
1-2 Credit
5
SCATEs Leaning Capsule
Topic 1
Topic 9
Review Question 1
Learning Outcome
Activity 1
Review Question X
Activity X
Self-assessment MCQs
6
SCATE Interaction
7
Is it e-learning?

• Scope
• (not much)
• Content
• animated/simulated concept (expensive)
• Access to other internet resources
• Activity
• Online only activity (difficult to design)

8
Is it e-learning? Cont.

• Thinking
• Online group discussion (Bulletin Board -
  difficult to design)
• Learning journal (Take Note Blogging)
• Self-assessment (Online quiz)
• Extra
• Extra online activities
• Extra content on the internet

9
GC Learning Package

• Text Book
• CD-ROM
• Individual access to online material on a VLE
• Study Guide

10
GC Delivery Model

• Learning Package
• Face-to-face tutorial (1/3 of normal contact in
  traditional delivery)
• Controlled Curriculum
• Quality assured material
• Mainly Traditional Assessment?

11
SCATE (Toolkit)

• Study Guide
• Tutor Guide
• Author and reviewer Guide
• Guides are available from (mupress.co.uk)
• Manager Guide
• Training Workshop

12
Does it work?Improving Retention
13
Future Work

• Formally evaluate training
• Formally evaluate the SCATE interaction model
• Develop and design e-assessment model and
  technology
• Develop a managed, credit weighted and quality
  assured repository of e-learning content