Open University Learning Design Initiative

Reading University, SeLCs lunchtime meeting 26th February 2010

e-Learning programme

enables the development and effective use of digital technologies to support learning and teaching in universities and colleges, so that staff

benefit from e-learning and students enjoy a more flexible learning experience

Institutional approaches

to curriculum design

Open University Learning Design Initiative

Its vision is of a world where learners, teachers, researchers and wider institutional stakeholders use technology to enhance the overall educational experience by improving flexibility and

creativity and by encouraging comprehensive and diverse personal, high quality learning, teaching and research.

Open University Learning Design Initiative

• providing support, gathering evidence and building understanding of the entire design process: from gathering initial ideas to sharing/reuse, and in realising a vision of learning design methodology and suite of practical tools and resources that bridge good pedagogic practice and effective use of new technologies.

Streams of activity

• Empirical research

• Curriculum design process mapping

• Visualisation and representation

• Collaboration

• Training and support

Process mapping• Reviewing the formal institutional processes• Identifying ‘touch-points’• Exploring informal processes• Mapping tools, resources and methodologies

against ‘touch-points’

Programme Committee(s) new

and existing Award/Course/Pack

Review (See 2)

Faculty Curriculum Plan

8/7/2009

1 Institutional Curriculum Design - DRAFT

University Plan

Curriculum and Awards Office, Strategy Unit

Learning and Teaching,

Strategy Unit

Equality and Diversity Office

IET Student Statistics

MarketingFaculty Strategic

Planning

Unit Strategy Statement

Market Assessment Data

Primary input to the Curriculum Plan

Curriculum and Awards Strategy

Learning and Teaching Strategy ( Middle Tier Plan)

Equality, Diversity and Accessibility

GuidanceStudent Statistics

University Planning

Provides detail below Unit Strategy StatementComprises:1 Curriculum2 Learning and Teaching3 Research4 Staffing

Inputs to Curriculum Planning

Start of 1

Update PLANETstatus

Faculty Curriculum Planning

Extract REP01 for curriculum review

Update to A5 or A6 PLANET status

Annual Review

Review against:Market evidence for new courses/programmesFit with University strategyLevel of resources

Update

June annually

To 10: Stage Gate 3 for Courses

Annual spring review

IterativeUpdates

2009 Strategic Statement is superseded by the Faculty Action Plan

Approval by Faculty of Plan

Faculty Curriculum Manager submits

A3 and A4 PLANET status

Courses

Annual spring review

Update PLANET Status

PLANET

Autumn:Market EvidenceUniversity Strategic FitResources

Approval by CAVC

Curriculum Awards and Validation

Committee Review

Iterative

Rigorous review of Awards, Course and Packs having passed Stage Gate Two: Business Appraisal

Awards Committee

Approval by Awards

Committee

Award

To 8: Stage Gate 3 for Awards

Iterative

Curriculum Product Strategy

(CAO, SU)

Advisory supportFor new developments

FELSHSCArtsMCTScienceSocial ScienceOUBSIET

Strategic Planning and Resources

Committee

OU Futures (Organisational

Strategy)

Faculty/ CAU Unit Plan (Curriculum

Plan Tables)

Faculty review of Plan

Five year plan to correspond with OU Futures

Faculty/CAU Unit Planning

Includes

Agreement by CAU to include

new Award/Course/Pack in

Curriculum Plan

The Curriculum and Awards Office co-ordinates the development of the University’s curriculum strategy and maintains and applies policies on the award of degrees and qualifications

Visualisation• To support effective

design

• Identifying key requirements at different levels

• Integrating design advice and support at key points in the process

• Key part of informal process

• Sharing best practice

• Ideas, support and advice

• Enhancing professional knowledge

Collaboration

Cloudworks

Toolbox• Bringing together tools, resources and

frameworks developed over a number of years across projects

• Mapped to ‘touch-points’ and gaps identified• Supporting advice and guidance• Trialled across a range of teaching and learning

environments

LD Toolbox

Training and support• Activities graded

introductory, intermediate and advanced

• 4 interventions offered (independent, peer support, events, side-by-side mentoring)

• Co-creative approach to ensure relevance and uptake

Reading project• Evaluating the transferability of tools, resources

and methodology across a range of different HE institutions

• Building on the success of the Pathfinder project

• Participating in and supporting a range of workshops and events held at the University

• With Maria, supporting teams and individuals using the tools and methodologies