what needs to change in curriculum design
Post on 07-Jul-2015
206 Views
Preview:
DESCRIPTION
TRANSCRIPT
What needs to change in curriculum design?
Simon Cross, Alan Masson, Jim Everett, Paul Bartholomew,
facilitated by Peter Bullen
Innovating e-Learning 2011Learning in Transition
Facilitator
Peter Bullen is an Emeritus Professor at the University of Hertfordshire and a Critical Friend to
a number of Universities involved in JISC and HEA supported projects and until very recently
was the Director of the Blended Learning Unit at the University of Hertfordshire.
Presenters
Simon Cross works in the Institute of Educational Technology at The Open University and is
project manager for the OULDI (Open University Learning Design Institute) JISC curriculum
design project.
Alan Masson is Head of Technology Facilitated Learning at the University of Ulster with
responsibility for the development and delivery of innovative tools and support services to
enhance the teaching and learning experience of staff and students.
Jim Everett (University of Strathclyde) has been working in universities and colleges for over 15
years, developing and promoting online and technology enhanced learning across a wide range of
subject areas and academic levels.
Paul Bartholomew is the Head of Curriculum Design and Academic Staff Development at
Birmingham City University. He is also the Academic Lead / Project Manager for his institution's
JISC-funded T-SPARC (Technology-Supported Processes for Agile and Responsive Curricula)
project.
Text-chatting
Elluminate layout
Audio
Whiteboard
Technical problems
• Use the text-chat to engage with other delegates, presenter and moderators
about the content of the session.
• You can send private text-chat messages e.g. to moderators or to individuals.
• You can change your Elluminate layout to “Wide layout” to make it easier to
follow the text-chat (select “View … Layouts…Wide layout”).
• If you are distracted by the text-chat, you can “unlock” the Elluminate layout to
enable you to adjust the size and position of the text-chat sub-window (uncheck
“View…Layouts …Layout locked”)
• It is best to run the Audio Set-up Wizard to test your audio set-up each time you
enter an Elluminate room (select “Tools…Audio… Audio setup wizard).
• You must use a headset/microphone if you want to ask a question in audio.
• Only use your microphone when guided by a moderator – click on the mic icon
(bottom-left of screen) to turn it on and click on it again to turn it off.
• Only draw on the whiteboard if guided by a moderator.
• Send a private text-chat message to “moderators” and they will try to help.
Session practice
What Needs to Change in Curriculum Design?
Cluster C and B project teams from the Curriculum Design Programme:
University of Ulster; Alan Masson & Catherine O’Donnell (Viewpoints)
The Open University; Simon Cross & Rebecca Galley (OULDI)University of Strathclyde; Jim Everett & George Macgregor (PiP)Birmingham City University; Paul Bartholomew & Oliver Jenkins
(T-SPARC)&Peter Bullen – Critical Friend
Objectives of this session
• An opportunity to learn more about the 4 projects
• To stimulate discussion about the challenges of introducing new approaches to curriculum design and ensure relevance of the work to the sector
• To enable participants to consider how this work can be transferred into their contexts
Plan for the session
• Introduction
– Peter Bullen
• Short presentations on each project (Including some interaction through polling)
– Viewpoints, Alan Masson
– OULDI, Simon Cross
– PiP, Jim Everett
– T-SPARC, Paul Bartholomew
• Discussion – responding to your questions
3 Themes or Clusters:
c
Cluster C
www.jiscinfonet.ac.uk/curriculum
Cluster B
TSPARC – Birmingham City
UniversityOULDI PiP
Cluster A
Why?• Curriculum Design is a complex process
involving all areas of the Institution
• Existing processes focus on quality assurance and not on ‘design for learning’
• There is much duplication in exisisting processes
• Effective use of learning resources (including learning technology and OER) requires a more structured and supported approach to curriculum design
• Greater focus on the learner ................
What is your primary interest in this session?
A. Designing courses/programmes
B. Teaching
C. Quality Assurance
D. Supporting learners
E. Other – please enter details in the text chat box
What do you think the greatest challenges of institutional approaches to Curriculum Design are?
A. The lack of a common language of Curriculum Design
B. Curriculum Design is currently ‘owned’ by the wrong people
C. A fully integrated Curriculum Design process is too complex
D. Limited opportunity to share useful curriculum designs
E. Other – please enter details in the text chat box
The Viewpoints project
Alan Masson
facilitated by Catherine O’Donnell
• Card Card sorting approach
• Mapping key sets of
principles to a learner
timeline-Assessment and Feedback
(REAP)
-Information Skills and Literacy
(SCONUL)
-Learner Engagement (8LEM)
Viewpoints Project – Information Framework
• Card Cards timelines facilitate reflection and “brainstorming”;
• Resources provide prompts for ideas and practices to consider;
• Worksheet – challenge / issues / plan (i.e. strategy)
Viewpoints Inform, Inspire and Plan workflow
A. Card sorting workshop environment –
promotes discussion, reflection and
debate
B. Resources facilitate shared meanings,
agreed priorities and consensus building
C. Group participation – builds team
ownership of course vision
D. Information model – can be used with
range of stakeholders (learners,
employers, support staff etc.)
Key Benefits of the Viewpoints approach
What do you think participants would say they found most
useful about the Viewpoints approach if you used it in your
institution?
A. Exploration of creative ideas
B. Considering the learners’ experience
C. Provision of an open and honest environment within
which the group could engage
D. Creation of simple models of a key aspect of
curriculum design
E. Being able to work effectively as a member of the
group
Viewpoints Poll
Viewpoint’s Findings
The OULDI project
Simon Cross
facilitated by Rebecca Galley
Project Team
Grainne Conole
Rebecca Galley
Simon Cross
Juliette Culver
Andrew Brasher
Paul Mundin
Martin Weller
What does a quality design
process look like? and what
needs to change to get
there?
In what ways can the
efficiency and effectiveness
of time spent designing be
improved?
OU Learning Design
Initiative – JISC
Curriculum Design
Project
Key questions
Design methods,practices and discipline
Design
Communities
Resourcesand representations
Tools for designand representations
Institutional
Process change
FORMAL
STRUCTURES
INFORMAL STRUCTURES
1
2
3
4
5
1
2 3
4
5
6
7
What’s on the table?
Where is there the most potential to make effective headway in changing practice in your institution?
A. Defined institutional design processes
B. Staff understanding and skills in relation to the designing of courses
C. Tools, resources and representations for helping designers
D. Design community to share experiences
E. Other (please add in the chat box)
The PiP project
Jim Everett
facilitated by George Macgregor
Principles in Patterns (PiP)
Does your institution have a comprehensive online curriculum approval system?
A. Yes
B. No
C. Don’t know
Principles in Patterns (PiP)
Issues and bottlenecks
Completing forms creates a teachable moment
Principles in Patterns (PiP)
Figure: PiP architecture
Principles in Patterns (PiP)
Which of the following PiP features do delegates consider to have the greatest value for an institution?
A. Focus on the teachable moment
B. Single point of truth
C. Transparency
D. Explicit workflows
E. Other
The T-SPARC project
Paul Bartholomew
facilitated by Oliver Jenkins
Technology Supported Process for Agile and
Responsive Curricula
T-SPARC
Technology Supported Process for Agile and
Responsive Curricula
T-SPARC
Technology Supported Process for Agile and
Responsive Curricula
T-SPARC
Which of the following statements most closely resembles curriculum design at your institution?
A. All stakeholders (including students and employers) have a great deal of influence in shaping curriculum design activity
B. All stakeholders have some opportunity to influence curriculum design activity
C. Some stakeholders have reasonable opportunities to influence curriculum design activity but some stakeholders are excluded
D. Stakeholders only have tokenistic opportunities to input into curriculum design
E. Stakeholders are offered no opportunities to input into curriculum design
Discussion
What do you think the greatest challenges of institutional approaches to Curriculum Design are?
A. The lack of a common language of Curriculum Design
B. Curriculum Design is currently ‘owned’ by the wrong people
C. A fully integrated Curriculum Design process is too complex
D. Limited opportunity to share useful curriculum designs
E. Other – please enter details in the text chat box, e.g. ‘constrained thinking about curriculum design’
What do you think the greatest challenges of institutional approaches to Curriculum Design are?
Please enter a short phrase to describe the ‘greatest challenge’ in the text chat box → we will produce a WORDLE.
To see the WORDLE and to continue the debate please join the asynchronous discussion.
Follow-on activities
Asynchronous discussions
You can continue the discussions in the asynchronous discussion area:
http://www.online-conference.co.uk/WebX?230@@.eedd498
Thinking Space
Sally Graham and Joy Jarvis will chart the developing story of the conference,
creating a virtual thinking space to visually present ideas, common themes,
connections, views, issues and questions that arise from the conference.
You can access the online Thinking Space at http://bit.ly/tieV01.
As Sally and Joy develop the Thinking Space during each day of the conference,
please contribute towards the Thinking Space by tweeting your ideas and feedback
using the tag #jiscel11space.
Sally Graham
Joy Jarvis
top related