Curriculum Design & Delivery Programme

Curriculum

Design &

Delivery

Posters

Curriculum Design & Delivery Programme

eBioLabs – Integrated tools for laboratory teaching -

University of Bristol

Project Blog:

http://www.bristol.ac.uk/ebiolabs/

YouTube video:

http://www.youtube.com/watch?v=8fnxSbgFOrg

During this academic year our pilot group, 250 first year biochemistry students will login to eBioLabs in advance of the practical and interact with the online content. We have developed eBioLabs using Moodle, an open-source VLE. We have developed and deployed the systems to allow us to test the students’ knowledge in advance of the practical classes and to allow student work to be submitted and returned electronically. Marking and feedback has been automated wherever possible.

eBioLabs technology. eBioLabs is built using industry standard, open source technology platforms. We have two dedicated web servers running Moodle on top of Linux, Apache, MySQL and PHP. The two servers mirror and monitor each other using Heartbeat and STONITH. If one server goes down the other takes over seamlessly. We need this level of reliability as eBioLabs is a relatively high-stakes e-learning application. If the system falls over we may have to cancel classes that cannot be repeated for 250+ students and tens of staff members. And those numbers are set to treble in the second year as more departments buy in.

The content is written by academics in Word and ported to HTML using CourseGenie. Interactive multimedia has been developed in a parallel project and is used to supplement the text. Just a few years ago eBioLabs would not have been possible. It’s only now that the hardware, software and bandwidth has become available to allow us to serve up high-quality content to all our students, and just as importantly, improve our assessment and feedback without increasing staff workloads.

We are actively looking for partner institutions. If you think someone you know would be interested in eBioLabs , email the project director gus.cameron@bristol.ac.uk or text him now on 0779 626 7495, or simply Google “eBioLabs”.

eBioLabs was born out of necessity. For years academics and employers have realised that practical skills teaching and learning has stagnated or declined across the HE sector. In many instances laboratory-classes are cut-down versions of what they used to be. The basic problem: lab classes don’t scale in the same way that lectures do. Increasing class sizes and decreasing units of resource mean that one way to revitalise practical teaching is with the appropriate use of technology.

During our initial evaluation we were not surprised to find that learners agree that practical classes are long, boring and tedious and are one of the least popular parts of the curriculum. It is the aim of this project to transform the delivery of laboratory-based

courses and realise their potential to be some of the most active, discovery-ledsessions learners encounter in their

university careers.

The fundamental problem is a lack of achievement in laboratory classes. Practical work is hard to assess and few marks tend to be associated with it. This leads to the perception among many students that academics do not value lab-based classes. Students also complain about the level of feedback they get about the work they submit.

Our research showed that students do not prepare for lab classes and that staff spend much of their time explaining practical mundanities rather than the higher level concepts that the classes are designed to support. We wanted to change this and the best way is to shift the focus of student effort to before the practical:

Curriculum Design & Delivery Programme

Springboard TV – College of West Anglia

Project Blog:

http://www.springboardtv.org/

YouTube video:

http://www.youtube.com/watch?v=cfPqsVgrk80

SpringboardTV is an active respectful community of creative young people who are passionate about sharing the films they make.

The project aims to develop an Internet TV Channel, ‘SpringboardTV’ to broaden curriculum delivery by providing enhanced resourcing and an output for learner’s work.

It aims to provide an innovative learning experience where learners are able to develop contemporary media skills in a ‘real’ TV production and broadcast environment.

This integrated approach is set to generate ‘new thinking’ in curriculum delivery in which new models of pedagogy, informed and influenced by a combination of proven e-learning technologies, will create powerful synergies in the approaches to differentiation in teaching and learning to the benefit of all learners in the curriculum area.

What our students say about SpringboardTV:

“If my work has an audience then I have to raise my bar every time”

“It gives us more confidence”

“I like the hands on experience and pressure of potential criticism”

"It would make me stand out"

“If you are working with professionals then they will guide you the right way for the possibility of being noticed by other people.”

"It is a unique learning technique"

Curriculum Design & Delivery Programme

COWL (Coventry Online Writing Laboratory) –

Coventry University

Project Blog:

http://cuba.coventry.ac.uk/cowl/

YouTube video:

http://www.youtube.com/watch?v=ap9YnpciPN0

University students benefit greatly from being taught how to write.

In 2004 Coventry University made a pioneering investment by establishing a Centre for Academic Writing (CAW) that specialises in researching and teaching tertiary writing.

The COWL project will enhance CAW’s provision by creating a ‘Coventry Online Writing Lab’ facility within CAW.

Through the use of technology, CAW’s trademark - the individualised writing tutorial - will be transformed as synchronous and asynchronous online writing tutorials. COWL will also enable the development of other types of online writing support.

COWL will have a major impact on the work of CAW, both in terms of the scalability of its writing support services and of student and staff access to these services.

The COWL project aims to develop a comprehensive, integrated platform of technologically-enhanced writing support mechanisms to be trialled at Coventry University and disseminated for further evaluation and use at all universities and colleges.

Curriculum Design & Delivery Programme

Integrative Technologies Project – University of

Exeter

Project Blog:

http://blogs.exeter.ac.uk/integrate/

YouTube video:

http://www.youtube.com/jisccdd#p/f/4/PZAaq7p55p8

The project addresses the educational challenges faced by the University’s Business School as it enters a phase of considerable student expansion and international diversification. The School anticipates growth in student numbers in the region of 250% by 2014, with approximately 40% of those students coming from international backgrounds.

Business School academic staff, students and administrators, collaborating with the University’s Education Enhancement Unit, are involved in designing and delivering a ‘step change’ so that technology is used to enhance teaching and learning across all aspects of the curriculum. The project will:

The University of Exeter Business School Integrative Technologies Project is sponsored by JISC

FURTHER INFORMATIONFor further information please contact:University of Exeter Education Enhancement Unit Room 710 Laver BuildingNorth Park Road Exeter EX4 4QE Phone: +44 (0) 1392 724510 Email: e.j.dunne@exeter.ac.uk Web: www.exeter.ac.uk/integrate Blog: blogs.exeter.ac.uk/integrate

deliver and evaluate collaboratively planned technology-enhanced activities and experiences for all students across six first year modules;

develop means of curriculum delivery that support flexible learning with particular emphasis on the challenges of large numbers and internationalisation;

experiment with and evaluate what might form an appropriate technology-enhanced ‘mix’ for providing an integrative and skills –rich learning experience;

provide professional development for staff and students across a variety of roles in the Business School to ensure that they can actively and confidently contribute to the design of technology-enhanced integrative learning experiences

Integrative TechnologiesProject

The opposite diagram illustrates the context within which the Integrate project is situated. The outer ring provides an indicative range of technology solutions that will be drawn upon during the project to address how the delivery of the School’s programmes might be joined up to provide an integrative learning environment. Many of these educational and administrative technologies are already in use in the School providing knowledge-based resources and administrative information, and through the project they will be coordinated to address the pedagogic and management wwchallenges faced by the Business School.

The technologies identified:

Anticipated outcomes:

Learners will have led on designing experiences and will have experienced a ‘step change’ in the way the curriculum is delivered.

Variety in curriculum delivery will have been developed or adapted to support flexible learning and preferences.

The Business School will have trialed and evaluated integrative approaches and shared these with colleagues in the UK

All staff contributing to the six first year modules and students on bursary placements will have attended sessions and enhanced capacity, knowledge and skills. Teaching and learning behaviours will show tangible evidence of change with regard to the use of technology.

are routine for some, but by no means all (such as use of WebCT to provide lecture notes and additional support materials, formative feedback from web-based quizzes and tests);

have been tested within the institution but are far from embedded (such as electronic submission of assignments both to support plagiarism detection and to enable efficient administrative processes);

are presently untried at Exeter (such as: the use of personal response systems during large group lectures;

video-streaming of lectures so that all content can be constantly available for reviewing and revision; use of SMS; electronic submission of assignments for online marking and feedback; electronic examinations);

promote a sense of community (such as web 2.0 tools) for students both within modules and across the first year cohort.

Curriculum Design & Delivery Programme

Effecting Sustainable Change in Assessment

Practice and Experience (ESCAPE) -

University of Hertfordshire

Project Blog:

http://escape-uh-jisc.blogspot.com/

YouTube video:

http://www.youtube.com/watch?v=CLGK70w5abo

Sometimes you need to mix it up a bit to keep things interesting?

Kingston Uplift for Business Education

Curriculum Design & Delivery Programme

Kingston Uplift for Business Education (KUBE) –

Kingston College

Project Blog:

https://kube.kingston-college.ac.uk/

YouTube video:

http://www.youtube.com/watch?v=ZysmgP2dngw

Curriculum Design & Delivery Programme

Mobilising Remote Student Engagement (MoRSE)

- Kingston University/De Montfort University

Project Blog:

http://www.morse.ac.uk/

YouTube Video:

http://www.youtube.com/watch?v=tA5y6BCi2vc

The students are learning to make judge-ments about: academic and industrial expectations; the use of personal technologies in an industrial context; data protection and commercial confidentiality; how to process reflections and use them to enhance personal and professional effectiveness.

MoRSE Mobilising Remote Student Engagement

Kingston University and De Montfort University

The industrial supervisors are making judgements about the boundaries between academic and business requirements; and learning how reflective learning and flexible delivery might enhance personal development in a scientific industrial context.

The academic supervisors are learning: to engage with social software; to reflect on the process of curriculum delivery to widely dispersed students; to support students in the process of reflection; to balance industrial and academic requirements.

The Geography staff are learning: to engage with social software and personal technologies as part of learning activities; to enhance learning activities by integrating increasingly common personal technologies into field activities including data collection; to enhance collaboration, interaction and support amongst students and staff spatially dispersed across a field area and beyond.

The Geography and GIS students are learning to make judgements about: the use of personal technologies in a field environment; develop their approach to field study and learning through onsite technology mediated collaboration and access to networked resources and da-tabases; understand the issues and complexities of data acquisition in an authentic field environment using industry standard hardware and software (GIS students).

The delivery of reflective tasks for Placement students in Pharmaceutical and Cosmetic Science

Issues for Key Stakeholders

The delivery of fieldtrip tasks for Geography and GIS students

Curriculum Design & Delivery Programme

DUCKLING: Delivering University Curricula: Knowledge, Learning and Innovation Gains – University of Leicester

Project Blog:

http://www.le.ac.uk/beyonddistance/duckling/

YouTube Video:

http://www.youtube.com/watch?v=RK5BkUp8JRU

Curriculum Design & Delivery Programme

Making the new diploma a success – Lewisham

College

Project Blog:

http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/mak

ingthenewdiplomaasuccess.aspx#relatedLinks

YouTube Video:

http://www.youtube.com/watch?v=ulTgU5Ct_FA

LEWIS HAM

Curriculum Design & Delivery Programme

Information spaces for collaborative creativity –

Middlesex University

Project Blog:

http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/info

rmationcreativity.aspx

This project will address a recurrent problem in design

exacerbated by learning technologies present in the

Premise

and learned

Middlesex University

City University

Curriculum Design & Delivery Programme

Achieving Transformation, Enhanced Learning and

Innovation through Educational Resources in Design

(ATELIER-D) - Open University

Project Blog:

http://designthinking.typepad.com/atelierd/

YouTube Video:

http://www.youtube.com/watch?v=smf6GK2tKjc

Atelier-DAchieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design

Traditional Atelier

DistanceLearning

(Open University)

CourseDelivery

Innovations(CDIs)

ProgrammeDelivery

Innovations(PDIs)

New Atelier(Distance

Education)

Future Atelier(Other

Universities)

U101 Design Thinking

CDI 2: Mapping of Design Thinking and Practice

CDI 4: Collaborative Design in Second Life

CDI 5: Peer-to-Peer Assessment in Design

CDI 6: Using an Online Design Studio Environment

PDI 2PDI 1

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Atelier StyleStarting from the centuries old method of learning that is based on the collaboration between master artist or crafts- person and the student apprentice.

An atelier space is forcoming into directcontact with expertiseand a home for peer group interaction.

Distance Design EducationFor many years the Open University has offered blended distance design learning.

The challenge is to demonstrate how tocreate a virtual atelier that supports distancelearning and teaching within the OU.

One that is in tune with new and emerging needs of the creative world.

One that buildson the proven atelier approach

New Virtual AtelierTo develop a new virtual atelier that supportsthe needs of a diverse student population.

and exploits the new technologies to support students and their learning.

Future Virtual AtelierTo enhance teaching and learning through new technology and establish a new culture of design education.

One that can benefit the converging interests of distance learning providers and traditional face-to-face universities that currently offer design education.

CDI 1: Social Networking of Design Learners.

CDI 3: Conferencing to Support Collaborative Group Work

Elluminate was the chosen tooland the use of conferencing intutor led discussion worked well. The ability to personalise and share images was valuable.

The Compendium tool was used. Although students found the tooldifficult to use the feedback was positive. A simplified tool is currently being developed.

social networking tools enhance learning. It was found that Face-book supports course and artifact-centred discourse in design.

Second Life was used to see if it can assist students to share and collaborate design ideas. Time is needed to learn the tool & collabo-ration needs encouraging.

Flickr was used to explore peer-topeer assessment in design. The need for a simpler interface didnot deter from students engagingin peer assessment & interaction.

OpenDesignStudio is an onlinedesign studio environment thatOU is developing. It provides a creative space for students toupload images and comment.

Evaluation of Compe-ndium, Elluminate & OpenDesignStudioto support teaching.

PDI 3

Using Facebook thementoring of novicestudents by advancedstudents is explored.

The creative use of online design port-folios using OU’sOpenDesignStudio.

The three PDIs will link into the level 1course Design Thinking U101, which will represent Open University’s newmodel of distance design education.

Year Two Year One

Website: http/design.open.ac.uk/atelier-d.htm

Facebook was used to explore how

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Curriculum Design and Delivery Programme

Developing New Models to Transform the Delivery

and Support of Learning for Continuing and

Professional Learning (CASCADE) – University of

Oxford

Project Blog:

http://cascade.conted.ox.ac.uk/

YouTube Video:

http://www.youtube.com/watch?v=iiTCalfkOZY

Curriculum Design & Delivery Programme

Generation 4 (G4) – St George’s University of London

Project Blog:

http://www.elu.sgul.ac.uk/g4/

YouTube Video:

http://www.youtube.com/watch?v=Kj46CmQ_ecU

http://www.elu.sgul.ac.uk/g4

1

After a very successful trial St George’s is replacing itsconventional paper-based PBL cases in its undergraduate medical curriculum, with interactive branching VPs which at key points in the case offer students the opportunityto take decisions, commit to actions, and explorethe consequences of those actions.

2

What is the Generation 4 (G4) project?

Vp Implementation - Before & After

A more adaptive, personalised, competency-based style of learning which more closely

matches the role of the practitioner.

Contact: Trupti Bakrania (Project Manager) Tel: 0208 725 5922

email: tbakrani@sgul.ac.uk

5. Resources to support the case

1. Paper-based case before adaptation

2. Adaptation process using VUE

3. Case within Labyrinth

Interactive PBL session• Review & re-write existing paper based PBL cases.• Deliver 18 interactive virtual patient cases. • Deliver 36 adaptive assessments. • Integrate an array of resources. • Produce a complete set of guidelines.• Rollout these supporting technologies.

G1 - ‘traditional’ subject-based teaching in medicine. G2 - System-based teaching e.g. respiratory system, G3 - Scenario or case-based learning e.g. PBL G4 - Interactive case-bases learning with options and consequences.

Why G4?

Outcome

Background

Project Plan

4. Decisions presented to students

Curriculum Design & Delivery Programme

Making Assessment Count – University of Westminster

Project Blog:

https://sites.google.com/a/staff.westminster.ac.uk/mac/

YouTube Video:

http://www.youtube.com/watch?v=Rq2_dZ0lQkg

e-Reflect (Making Assessment Count)Dr M. Clements, Dr M.J.P. Kerrigan, Dr A. Bond, Ms Y. Nedelcheva & Ms F. Oradini,

Prof G. Saunders

University of Westminster, London, UK. W1W 6UW.email: G.saunders@westminster.ac.uk

The Story BehindThe Story Behind

Previous work undertaken within the School of Life Sciences had indicated dissatisfaction from students regarding

the extent and level of feedback they receive. In contrast, the view of academic staff is that students receive plenty

of feedback but do not use it. The aim of this project is therefore to help students make effective use of the

assessment feedback they receive and to help them to identify a strategy to improve their future performance.

The Heart of the Project

A major component of the project is the e-Reflect

process. This process uses the SOS model of feedback

whereby students receive Subject, Operational and

Strategic feedback for each piece of coursework.

Students complete a piece of coursework (1) that is

graded and feedback written on the script (2).

Following reading the subject feedback, students

complete an online reflective questionnaire about their

operational performance (3). This generates an

automated report which is emailed to the students

providing them with operational feedback and

suggestions for future work (4). To complete the

process students are required to complete an online

reflective learning journal which is shared with, and

commented on, by their personal tutor (5 & 6).

Solving the Puzzle

Although the e-Reflect process is at the heart of the

project, we recognise that the heart cannot be complete

without knowing more about all the stakeholders

involved. Central to this is to understand why staff feel

that students only read their marks and pay little or no

attention to the feedback they receive. Similarly we

need to find out how students use their feedback in

relation to developing a coherent learning and

improvement strategy.

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Curriculum Design & Delivery Programme

Technology-supported processes for agile &

responsive curricula (T-SPARC) – Birmingham City

University

Project Blog:

http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/curriculumdesign

/tsparc.aspx

YouTube Video:

http://www.youtube.com/watch?v=bvFAKcb8Ask

Curriculum Design & Delivery Programme

Coeducate Project – University of Bolton

Project Blog:

http://coeducate.bolton.ac.uk/

YouTube Video:

http://www.youtube.com/watch?v=Woq09e9lElM

Some research questions:

1. Should there be a major effort to streamline validation processes to allow a more rapid turnover of modules and programmes? 2. How effective will this be in enabling the creation of more work-based programmes?3. To what extent can work-based courses be constructed from a portfolio of re-usable content-based modules?4. Should increased effort be made to develop more flexible process-based frameworks for wider application?5. Can these frameworks be relevant for the traditional university intake? 6. What would this mean for how curriculum delivery is organised?7. Does the university need to accept that it needs to maintain both approaches, and what does this mean for its organisation?8. Should effort be made to develop an online resource for course authors and build the community of those interested in teaching, learning and curriculum development across the university?9. What will the relationship of these new groups of learners be to the UoB, for example, are they students, customers or workers?10. What will the relationship be of employers with UoB?11. How might the role of the HE teacher need to change, for example, are they coaches, mentors or consultants?

Some key findings:

The idea that curriculum can grow out of the workplace context is diametrically opposed to current UoB practices or dispositions

Focus required is on building of staff capacity to take forward new approaches

Significant divergence exists between the priorities of senior management and lecturing staff

Work-focussed

learning:- inquiry-based

- facilitative

- problem solving

- adaptive

- organisational

improvement

- teacher as

consultant - learning individually & frequently re-negotiated to meet needs of student and employer

Existing models

of delivery: - campus based

- face-2-face

- content driven

- institutionally

determined

- teacher as

authority

- one-size-fits-all content curriculum

Prescribed unit

of learning

?

Organisational control

Professional identity

Professional associations

Project idea!

The starting point for curriculum development and design for work-based courses must be the needs of the learner and their organisation. As a part of its overall portfolio, the university intends that its academic practitioners will become more adept at delivering professional higher education in partnership and in negotiation with employers and learners.

http://coeducate.bolton.ac.uk/

Personal values

and beliefs

Organisational

culture

Curriculum Design & Delivery Programme

Course Tools – University of Cambridge

Project Blog:

http://coursetools.caret.cam.ac.uk/project-blog

YouTube Video:

http://www.youtube.com/watch?v=hNubROkST8E

course tools My �rst day at Cambridge - will it be okay?

So what course are you studying?

Later that day, in the bar...

It’s really cool, a totallynew �eld, it didn’t even exist 10 years ago, I’m so excited...

... this is the only place you can study it. The researchershere are leaders in their�eld, the best in the world...

... I could get a great jobwhen I leave - or maybeI’ll become a researcher here myself! That would be amazing...

zz z zz zzz zz z zz zzz

... I’m so excitedto be here!

Would you like another drink?

COURSETOOLS will makeit easier and smootherto create cutting-edge courses, blending worldleading research with pedagogical strategy

At the course organiser’s o�ce, the next day

Can I check the teaching hours and assessment criteria for the literature review, please?

Sure! You can check on the course VLE site ...on the coursebooklet ...

... or on ourcourse website... or the centralrepository ofprogramme speci�cations...

... but whereveryou look, I guaranteeit’s all the same!

COURSETOOLS storesinformation about courses which can be re-used in di�erent formats across the University and beyond

It’s all very well organised!

I hope so!

It means I can spend more time teaching you,and doing my research.

See you in the �rst seminar!

Our hero heads back to college

I’d better pick upmy timetable for the week - and �t in time for research & writing essays.

... and pick up my lecture handouts at thesame time so I can look them overin advance.

Great! No clashes in my timetable, and plenty of time to getto each lecture.

And my supervisor’s already put my �rst supervision in my timetable!

University life is EASY!

COURSETOOLS supports�exible timetabling,to meet the needs ofnew courses and anexpanding campus

I hear there are some great lectures on over in the Music Faculty. Why don’t we go?

COURSETOOLSallows students andlecturers easily to �ndand attend lectures across the University

Lets check online ...search for ‘jazz’ ...

This looks great - I’ll subscribe toit straight away!

I’d better bookmarkthe map, too.

WOW! Student life isGREAT!

A punt on the river Cam

Cambridge University, October 2015

Curriculum Design & Delivery Programme

Programme Approval Lean Electronic Toolset

(PALET) – Cardiff University

Project Blog:

http://palet.cf.ac.uk/

YouTube Video:

http://www.youtube.com/watch?v=6l1IxIIFkzU

The PALET Project Programme Approval Lean Electronic Toolset

Further Information

•! Project website: www.palet.cardiff.ac.uk/

•! Project blog: http://blogs.cf.ac.uk/palet/

•! Project email: PALET@cardiff.ac.uk

The PALET Project is seeking to redesign the procedures and processes that surround the

approval of new programmes at Cardiff University, to ensure that new programmes are

attractive, innovative, market relevant and continue to be of a high academic standard.

Andy Lloyd, PALET Project Manager

PALET is working closely with Cardiff’s ‘Lean University Project’ – looking at the ways that we

can streamline and make more efficient, the processes in a number of areas, including the way in

which a new programme is approved.

Georgia Slade, PALET Project Officer

There is a new suite of technology that Cardiff University is introducing through the Modern

Working Environment (MWE) project. We’re trying to utilise this new technology as

a way of making a redesigned programme approval process more efficient, flexible and

easy for staff to use.

Simon Bleasdale, Technical Lead

Curriculum Design Programme.

Future State Map

A series of workshops are planned throughout November 2009, at which stakeholders will design and agree upon ‘The Future State’ of the programme approval process. Below is an example

of a ‘Future State’ map, developed following the Lean Review of the programme approval process in 2007.

PALET Project Baseline Findings

The completion of the baseline evidence report has revealed the following:

•! Business Case: Little effort currently goes into the development of a business case which results in many new programmes not recruiting sustainable student numbers;

•! Programme Information: Documentation produced to support a new programme is currently onerous and involves the duplication of information. Schools would like programme information to be re-used / re-purposed to

support the operation of a programme post-validation;

•! Approval Procedure: Frustration from staff with regards to the timings of approval events. A number of schools noting their frustration at being unable to offer places to potential students until the approval process is complete.

Curriculum Design & Delivery Programme

Process Re-engineering Design for an

Interdisciplinary Curriculum with Technology

(PREDICT) – City University London

Project Blog:

http://www.city.ac.uk/ldc/resources/jisc.html

YouTube Video:

http://www.youtube.com/watch?v=OnyWisPIctM

PRedict is a project sponsored by JISC within the Institutional approaches to curriculum design programme. The aim is to develop a new curriculum design process that is efficient, flexible, focuses on enhancing educational development and the student experience and, is supported with responsive technology to accommodate our curriculum models. The objectives are to:

• Engage all stakeholders in the process• Develop a curriculum design process drawing upon stakeholder experiences• Use technology to support the curriculum design process • Develop values and principles for curriculum design around educational

development and the student experience• Support staff in meeting the undergraduate review recommendations• Complete the project with an evaluative and critical approach

Team for the project includes the following stakeholders:• Students current and alumni• University staff, academic and support • Senior Management• Employers and Professional Bodies • Teaching Union Representatives

And Project Management: Professor David Bolton, Deputy Vice Chancellor Education, Project Executive Dr Pam Parker, Associate Director Learning Development Centre, Project ManagerDr Susannah Quinsee, Director of Learning Development Centre, Project Director Susannah Marsden, Head of the Academic Development Unit, Senior SupplierMegan Palmer, Deputy Head of the Academic Development Unit, Senior SupplierHelen Emerson, Academic and Professional Process and Support Director, Senior SupplierJohn Gallagher, Information Architect, Application ArchitectRoberta Williams, Associate Dean Learning and Teaching SCHS, Senior User

Engage, Discuss and Interact with the project• Provide your views of curriculum design through discussions, case studies and

questionnaires• Work with our support whilst designing and/or reviewing your programmes to meet the

undergraduate review recommendations and be creative in your activities • Explore how to ensure your programmes are 'fit for purpose' and meet employer and

student need as well as providing a clear profile of graduates from City University London• Share lessons learnt and good practice across the institution and beyond• Develop with us the values and principles you use when undertaking curriculum design• Discuss how technology can enhance this process

For more information about the project contact:Susannah Quinsee, s.quinsee@city.ac.uk Pam Parker, P.M.Parker@city.ac.uk Project Website www.city.ac.uk/ldc

Calendar, the project has four main phases:• Discovery and planning 2008/09 – data is collected about the current

curriculum design process, stakeholders in the process and information about undergraduate programmes across the University

• Process of engaging discussions with curriculum teams 2009/10 –working with programme and modules teams who are designing and redesigning their curricula

• Evaluation and revision 2010/11 – examining the data collected and experiences to outline different models used and sharing these experiences

• Monitor and review 2011/12 – as the new curriculum design is used continue to evaluate how this is implemented and ensure policiessupport this

Curriculum Design & Delivery Programme

UG-FLEX – University of Greenwich

Project Blog:

http://www.gre.ac.uk/offices/ils/cis/projects/jisc-project

YouTube Video:

http://www.youtube.com/watch?v=s5bRJHMoMFo

UG-FLEX AIMS TO REVEAL AND ENHANCE CURRICULUM DESIGN AND DEVELOPMENT PROCESSES TO SUPPORT

A MORE AGILE AND FLEXIBLE CURRICULUM

UNDERPINNED BY INTEGRATED SYSTEMS

The University of Greenwich is proud that as Woolwich Polytechnic in the 1930s we pioneered the country’s first part-time day release and sandwich courses. In the years since, we have offered a diverse curriculum covering part time, continuing professional development (CPD), in company and distance programmes as well as short courses. Today, too many of our systems and processes— from inception of the idea for a programme or course through to registration and delivery— are shoe-horned into ways of working and systems that were designed more than 10 years ago, when academic models and the student demographic were very different. We know that this situation is inhibiting the development of new flexible curriculum design and delivery models. UG-Flex is based on the premises that achieving a truly flexible curriculum requires agile, efficient and responsive systems and processes that are straightforward, transparent and widely valued. To achieve this we have been working with a range of stakeholders to identify their requirements.

COMMON ISSUES AND AREAS OF CONCERN EMERGED FROM OUR STAKEHOLDER CONSULTATION

EVENTS

We found RICH PICTURES (an element of Soft Systems Methodology) a useful way to get stakeholders with different priorities, perspectives and interests to identify areas where they agreed change was needed.

Self Service Interface

Speed of Study

Non-Standard Start and Finish

Dates

Validation/Review System

Library of Academic Models

Course Level Admissions

Communications

Resourcing

University Policy on Named or

Generic Degree Titles

Implementation of University Information

Strategy

VLE Review

Training

‘Eagle’Integrated Programme information

‘Gator’Marketing CRM

system

External Funding Policy

UG-Flex Project ScopeUG-Flex aims to reveal & enhance the University of

Greenwich’s curriculum development processes in order to support a more agile and diverse curriculum,

underpinned by integrated systems.

The primary driver is the University’s strategic aim to sustainably increase efficient & effective flexible & part-time

learning provision in a changing market place.

Essential Requirements

The Six Areas of Investigation

Awareness Of

Engage With

Flexibility needs to have boudaries

Some students have a poor experience when they apply/register to study

How can we ensure quality of

teaching and learning?

Enable choice

Employers

want a swift

response

Individually or in small groups we asked participants to draw their impression of curriculum design and delivery at the university. In other words, their REAL WORLD.

Courses

start and finish

at many different

times in the year.

Further comments

“The computer says ‘NO’” “There are constraints on the system imposed by the calendar”

“They have a wonderful system that is completely blocked off from the rest”

Comments shared at workshops on the REAL WORLD SITUTION included

“There are people running full pelt into a brick wall”

“There is an enormous amount of waste paper”

Employer engagement must be a key driver in curriculum design”

Institutional Approaches to Curriculum Design

For further information UG-Flex Project Manager: Claire Eustance c.eustance@greenwich.ac.uk

r 020 8331 8918

Website: http://www.gre.ac.uk/offices/ils/cis/projects/jisc-project

Project Blog: http://www.ugflex.blogspot.com/

Some groups went on to identify their IDEAL WORLD of curriculum design and delivery

THESE CONCERNS AND ISSUES HAVE BEEN ORGANISED INTO SIX THEMES

OR “AREAS OF INVESTIGATION”

WE ARE CURRENTLY SHARING THIS OUTLINE OF THE PROJECT’S SCOPE

WITH OUR STAKEHOLDERS AND SEEKING FEEDBACK

Impact of externally driven policy and data and quality requirements

Informal networks disadvantage those who don’t know

who to ask

We need a

decision on

university policy

on named or

generic degree

titles?Can staff contracts delivery the necessary flexibility?

Synergy with new and existing institutional initiatives

Knowledge must be shared

How do we cater

for different speeds

of study & can

we afford to?

Systems are

not intuitive

Curriculum Design & Delivery Programme

Personalised Curriculum Creation through Coaching

(PC3) – Leeds Metropolitan University

Project Blog:

http://pc3project.wordpress.com/

YouTube Video:

http://www.youtube.com/watch?v=UADgqkvIiCw

PPersonalised CCurthrough CCoag

Project AimsProject AimsTo develop a framework that places cocurriculum design. Learners will be ablneeds, construct an award, access reso

PC3 FrameworkPC3 FrameworkThe framework aims to providea wide range of

, ,negotiate assessment, with structured

a wide range ofcommunication pointsbetween students, tutors andcoaches; access to resourcesincluding learning materialsand module specifications;reflection and self assessmenttools enabling personaldevelopment.

PPersonalised LLearning

Project Team: Janet Finlay, John Gray, MaProject Blog: http:/

riculum CCreationaching (PPC3C3)g ( )oaching at the heart of personalisedle to select provision suitable to theirources and learning support, andg pp ,d support from a personal coach.

To provide entry into thepersonalised curriculum processa module is being developed to

through CCoaching (PPLLCC)

a module is being developed toprovide students with the skillsnecessary for self directedlearning. This module alsoenables entry into Universitysystems and introduction toUniversity processes.

rgaret Christian, Tam Mason, Dawn Wood//www.pc3.org.uk/

Curriculum Design & Delivery Programme

Supporting Responsive Curricula (SRC) – Manchester

Metropolitan University

Project Blog:

http://www.celt.mmu.ac.uk/src/

YouTube Video:

http://www.youtube.com/watch?v=bXPUDGlcQzw

Supporting Responsive Curricula (SRC)

The Supporting Responsive Curricula (SRC) Project will pilot agile, demand-led curriculum design processes that promote flexible delivery and enhance learner employability. The project will:

break new ground in curriculum interoperability, piloting the “tagging” of curriculum with competences valued by employers and professional bodies to assist learners in demonstrating abilities for a professional audience.

promote dialogue with key bodies in the North West’s growth sectors - legal, financial services, physiotherapy and creative digital - to ensure that meaningful “skill tags” are used.

provide novel use-cases for the development of the HR-XML standard by representing competence frameworks, tagging courses with intended competences and using the same competences to structure Curriculum Vitae information.

bring institutional and sector benefits to practitioners and senior managers through a heightened state of awareness about curriculum design processes, useful intervention points and appropriate measures of responsiveness to learner, employer and academic integrity agendas.

SRC links together a portfolio of projects which are designed to fulfill MMU’s vision of a ‘University for World-Class Professionals’

SRC

LEARNINGTECHNOLOGY

REVIEW

OPENPROFESSIONALPROGRAMMES

PARMREVIEW

ACADEMICDATABASE

TIMETABLING

THRESHOLDSSTUDENT VOICE/

EXPERIENCESURVEY

SECTORENGAGEMENT

LEARNINGTEACHING

& ASSESSMENTFRAMEWORK

EMBEDDINGEMPLOYABILITY

Curriculum Design & Delivery Programme

Open University Learning Design Initiative (OULDI-

JISC) – The Open University

Project Blog:

http://ouldi.open.ac.uk/

YouTube Video:

http://www.youtube.com/watch?v=cjj8cRGRjJw

The overall aim of the project is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practitioner research. We are interested in providing support for the entire design process: from gathering initial ideas, through toconsolidating, producing and using designs, to sharing, reuse and community engagement. Theseare complex and challenging processes that involvea range of stakeholders with different interests; issues and representations are different depending on whether design occurs at the level of individual activity, course or curriculum. Our vision is of a learning design methodology, and suite of practicaltools and resources, that bridge good pedagogic practice and effective use of new technologies.

Key components of the project will align with the four facets of our learning design methodology. These are:

· Understanding design (gathering empirical evidence about design) · Visualising design (means of articulating and representing)

· Guiding design (scaffolds and support) and

· Sharing design (to inspire and encourage uptake and reuse)

Open University Learning Design Initiative - JISC Project

Objectives

1.To work with units in the OU and to explore the transferability of elements of our approach by working with four other UK universities (inc. University of Reading, London South BankUniversity, Brunel University) and two pan-communities, capturing barriers and enablers by appropriate data recording mechanisms

2.To review the existing curriculum design processes at the OU in the first year of the project including describing and modelling the curriculum design process

3.To work with stakeholders at the OU to identify key moments in which enhancement or change in curriculum design process could lead to improved quality of design, and to work with partner institutions to undertake a similar process

4.To pilot learning design methodologies, tools and techniques in at least eight trials and to document and evaluate this experience

5.To engage with, build or enhance a range of communities and develop their capacity for self-sustainability particularly focusing on organised events, key topic or subject areas, existing operational units and conferences or special interest groups

6.To increase, monitor and evaluate exchanges of learning and teaching ideas and experiences in appropriate communities

7.To undertake enhancements to the website(s) being used to support the communitybuilding and activities planned (e.g. Cloudworks)

8.To undertake enhancements to the visualisation software used to support the pilot and design mapping tasks (e.g. CompendiumLD)

9.To continue to broaden in scope, content and definition the OU learning design methodology

Aim

Benefits ChallengesA record and evaluation of our approaches to implementing institutional change through adopting a LD approach

A clearer understanding of using learning design successfully in curriculum innovation, strategies and approaches to embedding LD as an approach across a range of contexts and models

A self-sustaining learning design community providing a forum for exchange of ideas and designs, along with guidelines for success factors identified to make such a community work

A set of resources and guidance on different aspects of learning design and outlines for associated design activities and tailored workshops

A sustainable and evolving, user-generated site (Cloudworks) for collaborative learning designs with a critical mass of learning designs, as well as tools and resources for design

Evidence of use of a software application designed to support learning design and visualisation

OutputsNew opportunities and methods for the exchange of teaching and learning ideas and experiences

Exploration of the opportunities socialnetworking offers to the building and enhancing of communities

Better understanding of the design processat an institutional level and the interventionsthat can support change

Tools to support more effective visualisation and concept mappings of curriculum designsto promote better shared understandings,reflection, innovation and creativity

A range of new or enhanced guidance for those undertaking the design of learning

Enhanced institutional processes that support pedagogy and innovation

How do we better respond to the gap between the formalised design processes and the ofteninformal process of design?

How do designs get shared? What roles dotechnology and practitioners have in thiscommunication process?

How can we effect change in practice, culture and process - especially in the light of constraints on time and resource?

What does a successful online teaching andlearning community look like? What characteristics does it have and how can we measure these?

How do our two key tools - CompendiumLD and Cloudworks - fit with other tools currentlyavailable?

http://ouldi.open.ac.uk

Curriculum Design & Delivery Programme

Enable – Staffordshire University

Project Blog:

http://www.staffs.ac.uk/projects/enable/

YouTube Video:

http://www.youtube.com/watch?v=1Z74YqtQ3L4

Curriculum Design & Delivery Programme

Principles in Patterns (PiP) – University of

Strathclyde

Project Blog:

http://www.principlesinpatterns.ac.uk/

YouTube Video:

http://www.youtube.com/watch?v=5d9A0Qrpidw

Good curriculum designs ...lead to effective learning

consider tasks, modules andprogrammes…

…and how these fit together toprovide a coherent educationalexperience

Principles in Patterns [PiP]Improving Curriculum Design at the University of Strathclyde

But ...design at different levels is not always coordinated

there is little support for design activities

institutional educational strategy doesnot always inform curriculum design

approval processes do not always ask theright questions about learning

Project website: http://www.principlesinpatterns.ac.uk

Project Directors: David Nicol, Diane McDonald

Project Manager: Catherine Owen

Technical Manager: Jim Everett; Analyst: Donna Cullen; Developer: Dariusz Jabrzyk

How can PiP help?

Strategy Use educational principles toinform designs

Align approval processes withgood educational practice

Outputs Reusable supportmaterials foracademic staff

Examples of gooddesigns

Redesigned curriculumapproval process

Impacts Academics Support to create more effective and coherentacademic programmes

Students Better understanding of curriculum designs

TheUniversity

More effective management of curriculum design andapproval

Wider JISCcommunity

Reusable curriculum design and support materials

Curriculum Design & Delivery Programme

Viewpoints – University of Ulster

Project Blog:

http://viewpointsproject.blogspot.com/

YouTube Video:

http://www.youtube.com/watch?v=Ux0Bv7fRrQI

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ViewpointsPoster-JISC.pdf 5/10/09 15:56:33