Template: Student Blogging Checklist - Curriculum Preparations

B4EE Blogging Project Checklist for Academics.
. The checklist below has been provided below will help you structure a successful and supportive blogging experience for your HE-level students. This template is based upon a template created by Bill Ferriter at digitallyspeaking.pbworks.com.
Curriculum Preparations
Questions to consider
(The questions below have been provided to help you determine your preparedness in facilitating student blogging projects for your course)
Your answer (Y/N)
Action points
(You may wish to use this space to list the name(s) and contact information of anyone required to help you complete an action point. You may also wish to put completion dates against each action point. )
1.
Is the content and learning outcomes of the proposed blogging project are consistent with those of the course module in which it will be offered? If the blogging project is to replace an existing assignment / exercise / project, is the correct title and module code of the existing module together with the dates on which the change will occur been provided? If this is a new assignment / exercise / project, is the date on which it will be introduced to the students correct? Is the academic with primary responsibility for teaching the blogging assignment / exercise / project correct? Where the responsibility for the assignment is divided between different courses (e.g. collaborative blog), is the percentage split an accurate reflection of the teaching load? This is important as it will inform internal resource
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This resource was created by University College Falmouth and released as an open educational resource through the Blogging for Educational Environments (B4EE) project. The B4EE project is funded by University College Falmouth.
This work is licensed under a Creative Commons Attribution 3.0 Licence. When repurposing this resource please acknowledge University College Falmouth and the B4EE project. P a g e |1
allocation.
Your answer (Y/N)
Action points
5.
Is the name of the module leader been provided? Does the module leader have sufficient expertise and experience to teach the blogging project or has an academic with relevant experience been secured? If using an external person, are resources are available to fund and support such external teaching? Is it clear whether the blogging project is a core assignment or optional? Does the blogging project specify the frequency and duration of activity (e.g 2 x 200 word blog posts per week; 2 x peer feedback comments per week; 1 day practical work per week)? Is the type and volume of teaching and learning activities of an appropriate level for the level of the module? Is the level of the module consistent with comparable modules within the department and similar disciplines? If an innovative teaching methodology is being proposed, has the appropriateness been considered? Has the methodology been deemed satisfactory? Has advice been sought, if required? If
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the project is to be offered at different assessment weightings, has the relevant variations in teaching and learning activities been specified?
Your answer (Y/N)
Action points
9.
Does the blogging project reflect the workload the module represents for the student (including self study, contact hours, assessments etc.)? Are the assessment methods and the volume of assessment appropriate for the level of study? Is the weighting of the module consistent with assessment methods for similar modules within the course? How is student assessment aligned with the learning outcomes and chosen tasks? Is the proposed assessment weightings consistent with regulations covering the courses on which the module is offered? If an innovative assessment method is being proposed, is the appropriateness of this been considered and has it been deemed satisfactory? Has advice been sought if required? If the module is to be offered at different weightings, has the relevant variations in assessments methods been specified? Has the assessment chronology (e.g. formative and summative assessment points) and assessment structure (e.g. 50%
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for the blog itself; 20% for peer critiquing; and 20% for a presentation about the blog) been determined?
Your answer (Y/N)
Action points
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Will formative and summative assessment be used to facilitate student engagement? Does the project equip students to apply assessment criteria to ensure they are learning appropriately? Have feedback methods been set out for the teaching and learning activities and assessment methods set out above? Project/Assignment Aims: this should comprise a brief general statement explaining the purpose of the project/assignment, how students will benefit from doing it and its role in the context of the subject as a whole. Will this be provided to students and in what format? Will learning outcomes list the skills and knowledge the student will be able to demonstrate upon successful completion of the module? Will they also include the teaching and learning methods by which these outcomes will be achieved? How these will be assessed? Will learning outcomes appropriate to the level of study of
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the module be offered? Will they be worded in a manner that encourages reflective learning outcomes for the project?
Your answer (Y/N)
Action points
1 9.
Have any significant resourcing requirements been identified (eg staff, equipment, teaching rooms) and can these be met? Where appropriate, have central administrative departments been consulted (eg Examinations Office, Timetabling)? Will there be progression in the development of knowledge and skills throughout the blogging project? Does the project as whole stretch students academically and/or professionally? How will this be evidenced in the content of the module, the level of the learning outcomes and in the demands of the indicative assessments? Will the design and delivery of the project show awareness of diversity and cultural issues and students individual learning needs? How does the project take account of different learning styles in its delivery?
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B4EE Blogging Project Checklist for Academics.

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