The ITx Rutherford 2019 Programme may change without notice
In contrast to a traditional face-to-face course, course design and development at the Open Polytechnic uses a collaborative approach to designing and developing Online Distance Flexible Learning (ODFL) courseware.
At this New Zealand tertiary education institution, course design and development follows a six-phase process with three levels of project roles and responsibilities. A discussion of each of the design and development phases, roles and responsibilities is provided, showcasing how this collaborative approach to developing courseware provides an effective way of delivering a pedagogically-sound online learning experience.
Open Polytechnic of NZ
Sarah has extensive experience working within the tertiary education sector in a variety of academic, management and leadership roles. She is a Principal Curriculum Designer for Information Technology, Library and Information Studies in the Learning Design and Development Directorate at the Open Polytechnic of New Zealand. She has a Doctor of Science Education, a Master of Management, a Postgraduate Diploma in Business and Administration, a Bachelor's degree in Applied Information Systems, and a Teachers Diploma in Information Technology. Sarah's research focus is applied in nature and her main research interests are professional and soft skills for ICT graduates, connecting students with industry, gender and diversity in the ICT sector, and students' perceptions of mobile learning environments.
Open Polytechnic of NZ
Catherine is the Principal Curriculum Designer for Business and Enterprise in the Learning Design and Development Directorate at the Open Polytechnic of NZ.
Catherine was awarded a Doctor of Science Education in 2013 from Curtin University, Australia. She also holds a Master of Business Studies, a Postgraduate Diploma in Business and Administration, a Bachelor of Business Studies and a Diploma in Tertiary Teaching.
Catherine's research interests span the two disciplines of information technology and business within the tertiary education environment. Research outputs include the effects of mobile technologies on learning environments, gender issues in ICT, ethics and social responsibility, professional practice, soft skills requirements, and ways to engage academia with industry.