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dc.contributor.authorLangdon, C.
dc.date.accessioned2017-05-26T03:24:12Z
dc.date.available2017-05-26T03:24:12Z
dc.date.issued2016
dc.identifier.citationLangdon, C. (2016). ODFL course design: Lessons from the development process at OPNZ. In There and back: Charting flexible pathways in open, mobile and distance education. Conference proceedings (pp. 168–169). Hamilton, New Zealand: DEANZ. Retrieved from http://flanz.org.nz/flanzorg/wpcontent/uploads/2016/06/DEANZ16-Conferenceproceedings11-April.pdfen_US
dc.identifier.urihttp://hdl.handle.net/11072/1901
dc.description.abstractFor an large institution like The Open Polytechnic of New Zealand (TOPNZ), ensuring that course development is as efficient as possible is of great importance. The initial phase of development is an important step in this process. The interaction between a subject matter expert (SME), a writer and an educational designer (ED) should result in a clear plan for the ongoing development of the course. This paper will explore the initial phase of development at OPNZ. Lessons learned from the process will be discussed and an emphasis will be placed on those aspects which are relevant to practitioners in a wider context. A survey of 16 educational designers at TOPNZ will be conducted, and the results of this survey will be used as the starting point for the project. This paper will report on the findings of the survey as well as the development process.en_US
dc.language.isoenen_US
dc.subjectCourse developmenten_US
dc.subjectEducational designersen_US
dc.titleODFL course design: Lessons from the development process at OPNZ.en_US
dc.typeConference paperen_US


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