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Activity: 20 mins: How to ruin a course

This activity can be completed as part of a face to face workshop or from a distance.

Cloud created by:

Rebecca Galley
4 November 2009

Click on the image to enlarge

How to ruin a course activityThis activity will focus on the key issues and strategies that impact on the success (or otherwise) of learning and teaching within your context. The output of this activity will be a design checklist which you can use as one of the design evaluation tools in a mid-way design review and at the end of the workshop.


1. List the 10 best ways to ensure your module or short course will fail!

2. Share these with the others by uploading your lists to this Cloud ('add extra content').

3. What are the key themes?


Extra content

How to ruin a course MSB team

  1. Lack of structure
  2. Lack of adherence to clear (and explicit/written) aims
  3. Poor delivery e.g. non-timed u-link docs, boring didactic lectures
  4. Poor support for practice
  5. Lack of feedback from students
  6. Lack of resources
  7. Assessment doesn’t meet course objectives don’t meet
  8. Poor pitch of teaching content for student group
  9. Neglect of subjugated learning
  10. Teachers neglect own learning, do not inspire students

lindsey nicholls
10:02 on 9 November 2009 (Edited 11:00 on 10 June 2010)

Chris's Ways to Fail

  1. Not specifying learning outcomes
  2. Not matching assessment to outcomes
  3. Not attending to specific learning needs of students (e.g. not getting feedback)
  4. Not involving students as active learners

Chris Evans
10:02 on 9 November 2009 (Edited 11:01 on 10 June 2010)

Brunel Business School A:

  1. No scheme of work
  2. No match between assessment and learning outcomes (lack of constructive alignment)
  3. No directed reading
  4. poor communication to students re module structure; and lack of information on assessment
  5. Poor delivery of teaching
  6. Textbooks written for another country's situation
  7. Not ensuring that students understand what is being said - not adapting teaching  to student learning needs
  8. Ignoring student feedback
  9. Having overlap of content in different courses
  10. Creating learning outcomes that are not "transparent" to students
  11. Lack of collaboration and agreement between members of the course team about - content, delivery, assessment, etc.

Maria Papaefthimiou
10:02 on 9 November 2009 (Edited 10:08 on 9 November 2009)

Education and Careers:  10 Ways  to Ruin a Course

  1. unrealistic goals
  2. difficulties with access to materials
  3. timetabling difficulties e.g. Friday afternoon
  4. Lack of communication
  5. Mismatch between course requirements, expectations and students needs and expectations and content
  6. Poor feedback/assessment strategy - quality and timing, failure to respond to individual needs
  7. Ignore students background and experiences
  8. Treat all components of the course as separate entities - non- alignment
  9. Treat students as passive recipients
  10. chaotic organisation/organisation of the timetable

Sue Collins
10:04 on 9 November 2009 (Edited 11:03 on 10 June 2010)


How to ruin a course:

  1. - poor / unclear study guide
  2. - unclear asessment
  3. - poor aim and objectives for the module
  4. - learning outcomes do not match aim and objectives
  5. - poor timing / allocation of lectures / seminars, length excessive
  6. - no e-discusion board / feedback
  7. - old / out-of-date material / references
  8. - poor / boring material, delivery
  9. - lack of support (coaching, )
  10. - lack of communication amongst teaching team
  11. - unavailibility of teaching material
  12. - high tutor/lecturer ratio
  13. - bad timekeeping by lecturers
  14. - poor acoutics/sound projection
  15. - poor / no interaction between tutor and students

Rebecca Galley
14:58 on 12 November 2009 (Edited 11:03 on 10 June 2010)

This is from the Reading Workshop in July 2010: 

How to Ruin a course activity. The groups came up with the following reasons: 

technology breakdown
technology shy students
lack of clarity (learning objectives, student responsibilities)
time management (students and staff)
dogmatism on learning styles - not catering for different styles
lack of flexibility
lack of challenge
unmanaged expectations
failure to road test
unclear objectives and outcomes
lack of structure and alignment with outcomes
poor tool selection / blend
failure to communicate
poor design
poor needs analysis - learning needs and styles
too much too soon
not trialling piloting
not flexible
not sustainable
not offering choice (accessibility)
not including evaluation
lack of equipment
access to tech
lack of IT skills
time allocation
lack of clarity
training (students and staff)

Maria Papaefthimiou
10:51 on 5 July 2010








Aris Tirkas
09:00 on 13 October 2010






Eftychia Theocharous Pelava
09:10 on 13 October 2010 (Edited 09:13 on 13 October 2010)



Ανεπαρκής τεχνικός έλεγχος από μέρους του εκπαιδευτικού



Απρόβλεπτη διακοπή ρεύματος



Λανθασμένος προγραμματισμός για το χρόνο του μαθήματος



Μη πρόσβαση στο Διαδίκτυο



Ασυμβατότητα επιπέδου μαθητή και λογισμικού και δραστηριότητας



Έλλειψη σαφών οδηγιών προς τους μαθητές για τη χρήση της τεχνολογίας



Λάθος στο σχεδιασμό του μαθήματος



Katerina Kadi
09:14 on 13 October 2010 (Edited 10:21 on 13 October 2010)

  • Να μην γνωρίζει ο εκπαιδευτικός να χρησιμοποιεί σωστά την τεχνολογία.
  • Οι μαθητές να μην γνωρίζουν να αξιοποιήσουν την τεχνολογία που χρησιμοποίησε ο εκπαιδευτικός.
  • Αυτόματη παρουσίαση για να το παρακολουθήσουν οι μαθητές.
  • Σε περίπτωση προβλήματος να μην έχει εναλλακτική λύση.
  • Να μην κινεί το ενδιαφέρον τον μαθητών.
  • Να μην είναι ευδιάκριτη.
  • Να μην προωθεί την αλληλεπίδραση.
  • Αποσπά την προσοχή των εκπαιδευομένων.
  • Κακή ποιότητα αναπαραγωγής ήχου και εικόνας.
  • Να είναι δασκαλοκεντρικής προσέγγισης.

Αχιλλέας Καπαρτζιάνης
08:44 on 20 October 2010 (Edited 09:05 on 20 October 2010)

1. Δεν υπήρχε κατάλληλη τεχνική υποδομή  ή υποστήριξη για χρήση της τεχνολογίας (διακοπή ηλεκτρικού ρεύματος, σύνδεσης με διαδίκτυο, προβλήματα με ΗΥ, κλπ)

2. Δεν ήταν ξεκάθαρος ο στόχος του μαθήματος

3. Οι δραστηριότητες δεν ήταν ευθυγραμμισμένες με το στόχο του μαθήματος

4. Δεν υπήρχε σωστή καθοδήγηση και ο μαθητής χάθηκε  στις δραστηριότητες

5. Ο μαθητής δεν ήταν εξοικοιωμένος με την τεχνολογία την οποία κλήθηκε να χρησιμοποιήσει

6. Δεν υπήρχε ανατροφοδότηση στον μαθητή

7. Δεν υπήρχε ανατροφοδότηση στον καθηγητή

8. Οι δραστηριότητες δεν ήταν δημιουργικές ώστε  να υπάρχει ενεργός συμμετοχή του μαθητή

9. Ο δραστηριότητες απαιτούσαν περισσότερο χρόνο από τον προβλεπόμενο.

10. Στο  μαθησιακό σχεδιασμό  δεν λήφθηκε υπόψιν το επίπεδο των μαθητών.

Marina Koutsou
08:49 on 20 October 2010

  1. Ελλειπής υποδομή.
  2. Ο εκπαιδευτικός δεν είναι αρκετά καταρτισμένος στη χρήση του λογισμικού.
  3. Τα παιδιά δεν είναι εξοικειωμένα με το λογισμικό.
  4. Δεν υπάρχει ευθυγράμμιση στόχων και δραστηριοτήτων και λογισμικού.
  5. Υπάρχει χρήση της τεχνολογίας χωρίς προστιθέμενη αξία μάθησης.
  6. Μη αλληλεπίδραση και συνεργασία μεταξύ μαθητών.
  7. Όταν δεν υπάρχει συντρέχουσα και τελική αξιολόγηση.
  8. Όταν η δραστηριότητα δε χαρακτηρίζεται από δημιουργικότητα και καινοτομία εκ μέρους του μαθητή.
  9. Κακή διαχείριση του διδακτικού χρόνου.
  10. Μη προώθηση διαφοροποίησης της εργασίας.


Adamantia Hadjioannou
08:51 on 20 October 2010

  1. Λανθασμένη επιλογή λογισμικού
  2. Απειθαρχεία στην τάξη
  3. Κακή διαχείριση του χρόνου
  4. Ελλιπής υποδομή
  5. Ο εκπαιδευτικός δεν έχει τις εκπαιδευτικές και παιδαγωγικές γνώσεις για την εφαρμογή του λογισμικού στην τάξη.
  6. Η τεχνολογία μπορεί να μην επιφέρει τα επιθυμητά αποτελέσματα σε όλους τους μαθητές, επειδή ο κάθε μαθητής μαθαίνει με διαφορετικό τρόπο.
  7. Ο εκπαιδευτικός δεν είναι εξοικειωμένος με τη χρήση του λογισμικού.
  8. Ο εκπαιδευτικός δεν έχει ετοιμάσει εναλλακτικές δραστηριότητες σε περίπτωση που οι μαθητές δεν ανταποκρίνονται στις αρχικές δραστηριότητες.
  9. Μη συμβατά λογισμικά
  10. Έλλειψη ενδιαφέροντος από τους μαθητές.



Neophytos Neophytides
08:51 on 20 October 2010 (Edited 08:54 on 20 October 2010)

Students' lack of familiarity with the software environment.

External factors which may interfer with the course of the lesson. For example slow internet connection, unexpect p/c break up.

Introducing technology in such a complicate way that may increase difficulty of the lesson.

Lack of expertise on the instructors' part.

Inadequate information on the instructions sheet given to students, regarding the completion of the exercises.

Lack of interaction between students and teacher.

In case of group work, inability to get everyone involved in the technology environment. Some students may just sit back and watch while the same students are always the ones working on the computer.

Bad time management. Trying to teach too much in too little time. Not leaving students enough time to interact with the material and get familiar with it.

Olympia Orphanidou
08:55 on 20 October 2010 (Edited 09:10 on 20 October 2010)

1. Too much words per slide on powerpoint presentation

2. no network coverage or no electricity and having no plan b to teach your lesson

3. having a visual presentation in parallel with talking to them (brain cannot process audio and visual information at the same time)

4. in groupwork, having computer illiterate students grouped together. (not able to help each other)

5. using technology (audio video graphics) with no real reason.

6. using distracting colors and sounds for your presentation

7. lack of suitable peripherals (speakers, microphone, )


costas pringipas
08:56 on 20 October 2010

Σχεδιασμός του μαθήματος σε office 2007 ενώ οι υπολογιστές των εργαστηρίων να υποστηρίζουν παλαιότερο λογισμικό όπως του 2003

Επιλογή λάθος εργαλείων για την υλοποίηση των στόχων του μαθήματος

Απλή παρουσίαση του μαθήματος χωρίς διάδραση των μαθητών

Κακή διαχείρηση της τάξης

Ελεύθερη πλοήγηση στο διαδίκτυο χωρίς συγκεκριμένο σκοπό, οργάνωση και στόχους

Έλλειψη καθοδήγησης ή απουσία οδηγιών χρήσης των τεχνολογικών εργαλείων

Θεωρούμε ότι οι μαθητές είναι γνώστες χρήσης των τεχνολογικών εργαλείων ενώ δεν είναι

Δημιουργία ομάδων εργασίας μαθητών χωρίς να ληφθούν υπόψιν οι ικανότητες τους με αποτέλεσμα να μη μπορούν όλες οι ομάδες να εργαστούν ισάξια και άλλες να βγάζουν δουλειά σε σύντομο χρονικό διάστημα και να βαριούνται και άλλες να μην μπορούν να διεκπαιρεώσουν την εργασία



Hera Styliaou
08:57 on 20 October 2010

  1. Μη σαφής σύνδεση ενσωμάτωσης της τεχνολογίας με τους στόχους του μαθήματος- προστιθέμενη αξία της τεχνολογίας
  2. Τεχνικά προβλήματα - ΄διακοπή σύνδεσης με Διαδίκτυο
  3. Έλλειψη οργάνωσης
  4. Όταν οι μαθητές απομονώνονται-έλλειψη αλληλεπίδρασης μεταξύ μαθητών και εκπαιδευτικού
  5. Διδασκαλία δεξιοτήτων Η/Υ αντί ενσωμάτωση στη μαθησιακή διαδικασία
  6. Κακή διαχείριση του χρόνου
  7. Έλλειψη ικανότητας εκ μέρους του εικπαιδευτικού για αντιμετώπιση και επίλυση τεχνικών ζητημάτων και αποριών σχετικών των παιδιών
  8. Έλλειψη ευελιξίας
  9. Έλλειψη γνώσης και εξοικείωσης του εκπαιδευτικού με την τεχνολογία που χρησιμοποιεί (π.χ. λογισμικά, χρήση διαδραστικού, κλπ)
  10. Μη ικανοποιητικός έλεγχος των ηλεκτρονικών μέσων που θα χρησιμοποιήσουμε πριν το μάθημα

Athena Sarri
08:57 on 20 October 2010

  1. no connectivity with internet or no power (technical difficulties)
  2. not being prepaired
  3. not specific purpose of the use of technology
  4. giving not specific activities
  5. giving too many activities
  6. not compatible software
  7. not testing before the hardware (working properly)
  8. not enough equipment
  9. cooperative - team working failure

Doxa Savva
08:57 on 20 October 2010 (Edited 09:00 on 20 October 2010)

1. Περιορισμένος χρόνος και πολλές σύνθετες δραστηριότητες                                                2. Απουσία συμβατότητας στα λογισμικά                                                                                     3. Ασαφείς οδηγίες για τις δραστηριότητες                                                                                  4. Κακή διαχείριση του χρόνου                                                                                                      5. Απουσία σχεδιασμού μαθήμαος                                                                                               6. Απουσία ελέγχου σωστής λειτουργίας της τεχνολογίας                                                          7. Επιλογή ηλεκτρονικών εργαλείων που δεν ανταποκρίνονατι στους στόχους μας.             8. Ελεύθερη πλοήγηση των μαθητών στο διαδίκτυο                                                                  9. Απουσία πυρηνικών γνώσεων χρήσης των λογισμικών από μέρους των μαθητών             10.  Αλόγιστη χρήση της τεχνολογίας χωρίς ανατροφοδότησηκαι καθοδήγηση του εκπαιδευτικού.                                                                                                                                11. Χρήση τεχνολογίας χωρίς προστιθέμενη αξίας.


Elena Pidia
08:57 on 20 October 2010 (Edited 09:12 on 20 October 2010)

1. Έλληψη κατάλληλου εξοπλησμού

2. έλληψη βιντεοπροβολέα

3. χαμηλή ταχύτητα σύνδεσης στο διαδίκτυο

4. απουσία σχέδιου μαθήματος

5. απουσία διάδρασης λόγω έλληψης εξοπλισμού

6. διακοπή ρεύματος

7. μη συμβατά λογισμικά


Panikos Mouskallis
08:57 on 20 October 2010

  1. Τεχνικά προβλήματα με τον εξοπλισμό (προβολέα, υπολογιστή, κλπ.)
  2. Προβλήματα σύνδεσης με το Διαδίκτυο
  3. Ηλεκτρονικοί υπολογιστές με μή συμβατό λογισμικό
  4. Κακή διαχείριση χρόνου λόγω ρύθμισης/μεταφοράς εξοπλισμού
  5. Έλλιπής γνώση/υποστήριξη για άμεση επίλυση γενικών προβλημάτων
  6. Χρήση μή κατάλληλου υλικού/λογισμικού
  7. Απόσπαση προσοχής μαθητών
  8. Απώλεια χρόνου για εξοικίωση μαθητών με συγκεκριμένο λογισμικό
  9. Έλλειψη αλληεπίδρασης/επικοινωνίας
  10. Άρνηση χρήσης της τεχνολογίας από μαθητές/καθηγητές  

Socrates Mylonas
08:57 on 20 October 2010

From a group at Online Educa Berlin 2010

  • Have technology that doesn't work - network down
  • Complex technology without support/intro
  • A lot of new tools at once
  • Put course on Facebook (no privacy settings)
  • Free access (to all possible sites) in class
  • Don't consider informal learning - try to be entirely formal without thinking about how to assess informal learning
  • Don't encourage active participation
  • Make students only consumers (not producers)
  • View laptop as a distraction/book, not a tool to be used
  • Put in flashy distractions
  • Stay stuck to black/whiteboard - cut off with technology (e.g., only see the backs of laptops/monitors, not students' faces)

Aaron Collier
14:57 on 1 December 2010 (Edited 15:07 on 1 December 2010)


This is what group #1 at the online educa Berlin 2010 found:


•Put up a discussion board and never check it! Resist even if students already posted 7000 comments!
•Only use data formats that students can‘t open.
•You should  never provide supervision, rules or support for technology use!
•Never tell students why or how to use technology, just tell them to use it!
•Never, ever set a goal for using technology! Avoid use of pedagogy rules!
•Rely heavily on text when building your online courses!
•Use old, lame equipment and ugly tools that students cannot break or ruin too much!
•Avoid structure for material and postings in the learning platform!
•Choose one tool and force students to only use this tool and never, ever another tool!
•Fully rely on technology!

Susanne Neumann
16:28 on 6 December 2010

Brisbane Workshop 21st February 2011

  • Post blog question that's required and never refer to it again
  • Don't try to understand your audience
  • Over assume what you can achieve in a fixed time period eg. swithc from PC to tablet
  • Tech doesnt work!
  • You think its clear how you use technology but it is not
  • Too many bells and whistles
  • Student quota exceeded
  • <18s need patents permission to get on the web
  • Ask students to get an assessment thats a pay site
  • Getting someone to design your course that you dont feel comfortable with delivering
  • Leave your ECP (Electronic Course Profile) until 1st week. When your blackboard site requires an ECP to be created

Gráinne Conole
04:59 on 21 February 2011

13 Things Cambridge lists:

Friday 18th March 2011 - team Friday!

This list got flipped on its head and became "top considerations for a successful course"

  • [understand] variety of backgrounds - widening participation, plugging gaps, identifying knowledge vs. ability
  • clear aims and objectives for all
  • using right mix of teaching tools + supporting tools
  • communication between teaching staff
  • consider range of assessment types and uses
  • staff/expertise availability
  • [find optimum balance between] content breadth vs. depth

Monday 21st March 2011

Team Monday also decided to list do's rather than dont's.  The discussion dived deep into educational philosophy for a while before returning to zip through this list in the last few minutes, so apologies if my note-taking falls short.

  1. Define clear expectations and common goals - learning agreement with clear plan, 'rules' for taking part and learning objectives
  2. Align assessment with learning objectives
  3. Clearly communicate curriculum structure
  4. Set up effective lines of co-ordination amongst teaching staff, especially between different departments
  5. Create a sense of being part of a learning community (including online)
  6. Crease a sense of progression: clearly communicate progress through the curriculum, or provide means for students to do that for themselves
  7. Activities and tasks must align with content and objectives

Amyas Phillips
18:29 on 22 March 2011

The science team at June 10th workshop came up with the following:

  1. Different technologies that are incompatible
  2. Assuming technology will make it better
  3. unreliable equipment
  4. Tutor competence not being up to what is expected / required
  5. Not considering the time input that is required / being unrealistic
  6. Nerves / jitters not being considered e.g. preconceptions
  7. Different baseline for student / tutors in terms of understanding
  8. Resentment about technological skills required when the course is a fact based course about something else
  9. Reading the screen or having wrong side font or animations
  10. Not being able to do anything without backup of non tech  / relying completely on tech
  11. Accessibility issues including disability / mental health / distance / isolation
  12. Disruptive  technologies - get distracted

Isabella Brown
17:09 on 11 June 2011

and the potential solutions from the science team are as follows:

  • Have a drop in / familiarisation session about the technology to minimise worry and increase confidence on what to expect
  • Have actual precourse requirements / basic standard of ability to come on course
  • Have easily accessible courses for them to do to get their skill before trying to learn the subject matter
  • Specific help available and easily available. Not just IT helpdesk
  • Tutor ability has to be a minimum standard as well.
  • Space and time for tutors to be able to develop competencies. Query payment for this as well
  • Course teams must address accessibility. Must be part of the course design
  • Need backup so for f2f have print out and ability to talk. Elluminate is more difficult to deal with.
  • practice sessions ahead of time to know how long tasks will take. Ask for feedback and act upon it. Check video times and state how long it would take. Query provide material beforehand.
  • Defining responsibility ahead of time.

Isabella Brown
17:19 on 11 June 2011

At the SAIDE workshop on 19 March 2012, the following list was generated. (Some solutions in brackets.)

  1. Providing learners with vagues instructions (Learners need very clear instructions - particularly online)
  2. Content-focused/ Just throw some pretty resources together
  3. Give too much without asking for input/ Deliver content without activity
  4. Leave students to wander randomly and aimlessly in cyberspace
  5. Not following up on students who "disappear"
  6. Lack of feedback to students
  7. Students not being able to get into the platform
  8. Not having a clear learning pathway upfront (Question: What is this, exactly?!)
  9. No structure, no clear purpose or learning outcomes
  10. Not providing sufficient support for learning (To solve this means at least having an understanding of how people learn so that your methodology can be appropriate)
  11. Lack of clarity about target audience and their needs and capabilities
  12. Assessments do not match with learning outcomes (Mapping assessment is very important and is on one of the design views we will play with later in the course.)
  13. Using inappropriate technology because that's what's available (Yes. Students need to be clear why a particular technology is being used.)
  14. Use technology just for the sake of it
  15. Use technologies not suitable for the main aim and outcomes of the course
  16. Non-intuitive navigation
  17. Insufficient chunking
  18. Not interactive
  19. Forget about the social side of learning

Gabi Witthaus
11:33 on 21 March 2012 (Edited 11:34 on 21 March 2012)

  • lack of interactivity between participants/peers/academics
  • badly designed subject
  • too much lecturing and not enough "facilitation"
  • no fun
  • slow response times to queries
  • outdated references
  • technology for technology's sake
  • poor/ irrelevant assessments
  • no connection with other subjects in the course
  • irrelevance
  • not enough checking the cohort and adjusting to needs.

Betsy Lyon
03:22 on 10 November 2014

How to ruin a subject (course)

  • poorly written learning outcomes, not measurable, e.g. understand 
  • pages and pages of high density information about policies and procedures
  • poorly designed assessment items, e.g. too difficult for level, not aligned with content
  • poor subject design, no alignment between LO, learning strategies, content and assessment 
  • outdated teaching, e.g transmission, lecture style
  • no review process, or unclear review outcomes
  • teachers who don't know how to teach
  • out of date content
  • frustrating LMS
  • lack of enthusiam from the teacher


Sandra Fisher
06:08 on 10 November 2014

How to ruin a course:

  • Not connect with student knowledge at the beginning of the course
  • Course too tightly defined not enabling students to engage in their own research/inquiries
  • Assessment does not enable the student to demonstrate what they know
  • Overloaded course encouraging surface learning strategies by students to cope with the amount of work
  • Course designed too prescriptively, treating the academic instrumentally and denying the advantage of the research-teaching nexus
  • Students lack of motivation preferring a passive role
  • Course too narowly focused on disciplinary knowledge and not including the development of academic skills.
  • Introduce technology that requires too steep a learning curve for effiecive use which detracts from learning course outcomes.

stephen relf
22:00 on 10 November 2014

Embedded Content

Brunel 2009 Wordle diagram of how to ruin a course

Brunel 2009 Wordle diagram of how to ruin a course

added by Gráinne Conole

Reading 2010 Wordle of How to Ruin a Course activity

Reading 2010 Wordle of How to Ruin a Course activity

Accessible Alternative
added by Rebecca Galley

Cyprus workshop 13th October 2010

Cyprus workshop 13th October 2010

added by Rebecca Galley


Gráinne Conole
10:13am 9 November 2009

Wow great set of ideas on how to ruin a course!

Gráinne Conole
11:12am 9 November 2009

Just for fun I took all the text you produced and created a wordle diagram. Interesting to see which words dominate! Nice to see that students and learning are key!

Chris Evans
11:26am 9 November 2009

Love the wordle - thanks for that!

Gráinne Conole
11:35am 9 November 2009

Yes wordles are great arent they and surprisingly informative!

Gráinne Conole
11:10am 18 August 2010

I have been running a workshop today in Barcelona and we have produced very similar checklists to the above. The key thing is of course we must always focus on the students!

Rebecca Galley
11:18am 18 August 2010 (Edited 3:01pm 18 August 2010)

Yes I agree students are of course central. I think this exercise is particularly useful in enabling us to apply a 'risk management' approach to our learning design. We can not anticipate everything that might go wrong, but we can ensure that when we design we are thoughtful about balancing the risk of something going wrong against the potentially positive impact of our intervention on learners and learning. We can also plan to minimise risk (i.e. by ensuring supporting resources are carefully considered, ground rules and expectations are made explicit etc etc). I hope you have a good day and I look forward to keeping up on Cloudworks :-)

Olympia Orphanidou
8:52am 20 October 2010 (Edited 9:17am 20 October 2010)

The above information is really useful! :)

Susanne Neumann
2:11pm 1 December 2010

This is what group #1 at the online educa Berlin 2010 found:


•Put up a discussion board and never check it! Resist even if students already posted 7000 comments!
•Give students all the freedom for technology choice.
•You should  never provide supervision, rules or support for technology use!
•Never tell students why or how to use technology, just tell them to use it!
•Never, ever set a goal for using technology! Avoid use of pedagogy rules!
•Rely heavily on text when building your online courses!
•Use old, lame equipment and ugly tools that students cannot break or ruin too much!
•Avoid structure for material and postings in the learning platform!
•Choose one tool and force students to only use this tool and never, ever another tool!
•Fully rely on technology!
•PLUS: Only use data formats that students can‘t open.

Isabella Brown
5:07pm 11 June 2011 (Edited 5:10pm 11 June 2011)

a helpful task, especially when turning around to make positives

Cathryn McCormack
12:35am 6 March 2012

1. No access to technology by students

2. Interrupted access to site

3. No network

4. Poor connection speeds

5. Course assumes higher level of computer literacy than students have

6. Inappropriate content

7. Not explaining why tools have been chosen

8. Choosing tools students have never seen before

9. Moving things around all the time

10. Broken links

11. Slow streaming


Cathryn McCormack
12:35am 6 March 2012

1. No access to technology by students

2. Interrupted access to site

3. No network

4. Poor connection speeds

5. Course assumes higher level of computer literacy than students have

6. Inappropriate content

7. Not explaining why tools have been chosen

8. Choosing tools students have never seen before

9. Moving things around all the time

10. Broken links

11. Slow streaming


Kay Ross
12:35am 6 March 2012

not enough web/IT support

not interacting with students/no feedback

cut & paste lecture notes

having to scroll down too much on web page

no activities

sticking with only one-two teaching styles

not being available to students

boring web pages

links don't work

not giving students enough info on how to access site

sites hard to navigate 

Gabi Witthaus
10:33am 17 September 2012

University of Derby SPEED workshop, 17 Sept 2012:


Absence of clarity about expectations and required activity

Using technology for the sake of it

Using technology without supplying guidance and support about its use

Making access to online facilities difficult

Bolting use of collaborative tools on to the course - rather than integrating the activity into the course and its mode of assessment

Absence of facilitation and tutor presence

Structure for students and academics
Consistency of delivery
Consistency of assessment
real and false expectations
Broken inforamtion links - tech, library, etc
Assumptions on ability to access and use tech (academics and students)
lack of timely and effective feedback
ensuring effective accessibility of course materials
Lack of understanding, metrics on students starting qualifications and experiences

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