Effectiveness of Agile Design in Wrap-Around Content Development
ODL is growing at The University of the West Indies and on the premise of increasing access, the demands on the curriculum development unit of the institution’s fourth campus – The Open Campus, has increased by more than 300 percent. This paper addresses issues of effectiveness in an agile learning design process which relies on the wrap around content development method. The method assumes efficiencies in the production of a greater volume of course materials that utilize fewer resources. The paper discusses the practical implementation of the agile learning design in seven (7) undergraduate and four (4) graduate programmes over a twelve (12) month development cycle – February 2015 to January 2016, paying attention to the use of templates to focus the content development process; use of OERs to reinvent the learner experiences with the course materials; redesigned orientation and training of course developers; and streamlining and standardization of policies, protocols and processes. With the institutional commitment to increasing access and the high expectations placed on the curriculum development unit for accelerated course development, the paper discusses agile learning design and the successes and challenges experienced in using the wrap around method for achieving scale and sustainability in course design and development. In this setting how can the institution assure sustainability and effectiveness in the production of its online course materials? Does use of an agile learning design lead to development of course materials at the required quality standard? Are the processes sustainable? What are the efficiencies for the institution? // The paper also addresses the management of change, responsiveness to change in the agile learning design and will provide an indicative assessment of the effectiveness of the institutional processes. The outcomes are intended to be part of a continuing assessment over the life of a two (2) year course development project. // Paper ID 383
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