Sprints

The CoDesignS Framework provides 7 Sprints/phases in 7 cards to guide its application. Each of the 7 cardsScreen Shot 2016-09-02 at 12.33.10 offer one theme. The themes have been designed to initiate discussions on key areas of the Learning Design process.

Phase 1: Scope

This phase addresses user needs, technology capacity and identification of what you would like your learners to be able to do (learning outcomes) based on the BLEnDT© framework.

 

Phase 2: Aims & Objectives

This phase helps you identify the scope of your learning intervention and discuss with other colleagues any technical and/or capability issues you may need to take into consideration.

  • Identify what you would like your learners to be able to do by selecting the verbs listed on the back of the card.
  • The verbs presented in the Blue area are associated with the development of higher order cognitive skills (Bloom 1956; Kratwohl et al 1964). This means implementing collaborative activities that drive conversation, and reflection.
  • The verbs presented in the Green area are associated with the development of lower order cognitive skills (Bloom 1956; Kratwohl et al 1964). This means factual and procedural knowledge.

Phase 3: Technical Descriptors
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This phase introduces the different technical descriptors used in the Green and Blue cards targeting the following questions:

  • Would the learning activity be available online/offline?
  • Would the learning activity require Internet access?
  • Would the learning activity work for individual or group work or both?
  • Would the learning activity be accessible via an App on Apple devices or Android devices or both?
  • Can the learning activity be delivered via a Virtual Learning Environment such as Blackboard or Moodle?

Phase 4: Medical Descriptors

This phase introduces the different descriptors used in the Green and Blue cards to address:

  • Mapping of Academy of Medical Education domains 1,2,3,4 and 5.
  • Mapping of General Medical Council domains 1,2,3,4,5,6 and 7.

Phase 5: Learning Descriptors

This phase introduces the different descriptors used in the Green and Blue cards to address:

Kind of learning (inquiry, acquisition, discussion, practice and production) (Laurillard, 2012) as well as the the Higher Education Academy UK Professional Standards Framework (UKPSF).

Screen Shot 2016-09-02 at 12.34.19Phase 6: Create, Mix & Match

 

  • Now that the verbs from the Blue and Green sections have been identified you can start discussing how you may deliver your learning activities using the examples presented in the Blue and Green cards.
  • Different icons are presented on each card to help you identify the different Descriptors discussed in Phase 3, 4 & 5.
  • Select your learning activities from the Blue and Green cards and complete the table presented at the back of this card.

Phase 7: Analysis of the Learning

  • It is important to review the different activities you selected for the delivery of your course/module.
  • Review the time you assigned to each of the Learning Descriptors mentioned in Phase 6 (inquiry, acquisition, discussion, practice and production), in order to identify  whether your collaborative clinical learning activity offers a balanced approach (70:20:10) (Jennings, 2013; Lorillard, 2012).