transformative curriculum workshop

Transformative Curriculum Development

Presented by Anne-Mart Olsen CTLM

[email protected]

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mailto:[email protected]



INTRODUCTION

What is the purpose of Higher Education?

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Transformative curricula

• Developing a shared understanding– Curriculum Development – Transformation

• Curriculum Responsiveness & Transformation • Transformative curricula • Constructive alignment • Challenges

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Developing a shared understanding• Divide into 2 groups • Introduce key questions

– Curriculum Development – Transformation

• Move around to each question• Discuss question • Note answers down• Move to the next question

• Repeat process with the other group’s questions– Look at the previous groups answers & discuss – Add to previous answers

• Provide feedback

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Developing a shared understanding

Curriculum• How would you define

curriculum? • What role do you think

curriculum plays in higher education?

• What are the dominant ideas that shape curriculum development practices at NMMU?

Transformation• How would you define

transformation? • What role do you think

transformation plays in higher education?

• What ideas relevant to transformation are evident at NMMU?




CURRICULUMDeveloping a shared understanding


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Curriculum Development• Latin Root: “racecourse”

• Wiles and Bondi (2011: 2) state that “for many students, the school curriculum is a racecourse to be run, a series of obstacles or hurdles (subjects) to be passed”.

• What other associationsare there with “racecourse”?




Curriculum Development




Curriculum Developmenthttps://i.ytimg.com/vi/MyBsRn2vIlE/maxresdefault.jpg



Curriculum Development @ NMMU


Humanising Pedagogy



TRANSFORMATIONDeveloping a shared understanding







Transformation• … process of profound and radical change• … implies change of character and little or no

resemblance to the previous structure

Transformation reflects deep change and restructuring enabling HE institutions to address challenging needs and demands posed by a changing environment.

(Hay & Marias, 2011: 230)




Transformation• In the South African context HE is often driven by

an institutional understanding and interpretation of transformation concepts, how and what institutions perceive for example as social justice, discrimination, social cohesion and the burning societal and research imperatives

(Hay & Marias, 2011: 233)

• Address historical imbalances – E.g. Black graduates in Health Sciences – E.g. Indigenous knowledge in the curriculum




Transformation @ NMMU

• Widening access = diversity

• Developing a culture that embraces transformation

Developing a shared understanding

How does curriculum development and transformation relate? https://i.ytimg.com/vi/MyBsRn2vIlE/maxresdefault.jpg

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https://www.youtube.com/watch?v=MyBsRn2vIlE







CURRICULUM RESPONSIVENESS Ian Moll: 2004

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Curriculum Responsiveness

Curriculum Responsiveness

Economic

Institutional/ cultural

Learning

Disciplinary

… training qualified people in sufficient numbers to meet the needs of industry & the economy whilst being educationally responsive

… changing social practices through research & teaching. Thus changing itself (NMMU) & what it values in response to pressing social needs (transformation, equity, redress, poverty, HIVAIDS)

... Moving beyond a “student deficit discourse” - “disadvantage” is not situated in the student but forms part of an unfamiliar context.

… Staying current in the discipline & ensuring a that students are inducted into disciplinary ways of producing new knowledge.IDENTITY?

Moll, 2004

How responsive/transformative?

• Articulation – Multiple exits

• Africanisation • Nation Health Plan • Relevance as a profession• Student support and development • …

TRANSFORMATIVE CURRICULA The Revolution will be tweeted

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Transformative curricula Curriculum development cannot be detached from societal and cultural transformation, or from evolving trends that drive global and national change…

(Hay & Marias, 2011: 229)

• … transformation is strategically linked to curricula reflecting the– academic content – learning activities– extra curricular knowledge & competencies

Hay & Marias, 2011: 232


• Formal access vs Epistemological access (Morrow, 1993)

• Social and political redress has mandated curricular redress, specifically in terms of participation rates and access to higher education

• Enable students to adapt to the HE environment

(Hay & Marias, 2011: 234)


• #RhodesMustFall • #RhodesSoWhitehttps://www.youtube.com/watch?v=pCityGJCaYI • #Luisterhttps://www.youtube.com/watch?v=sF3rTBQTQk4 • #FeesMustFall

By transforming HE curricula to address segregation and conflict, universities are preparing a new generation of South African citizens.

(Hay & Marias, 2011: 235)

https://www.youtube.com/watch?v=sF3rTBQTQk4

https://www.youtube.com/watch?v=sF3rTBQTQk4


Brainstorm:• How can the Psychology curriculum be transformative?

Content Teaching strategies Assessment Technology Student Development / Support Peer collaborative learning

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CONSTRUCTIVE ALIGNMENTJOHN BIGGS

Underlying the outcomes approach is a theory of learning known as constructive alignment (Biggs 1999)

Aligning all the elements of teaching, learning and assessment

Solo taxonomy

Constructive alignment

Content

Learning outcomes

Teaching & Learning activities

Assessment activities

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Exit level outcomes

Module outcomes

Purpose of the module

Outcomes T&L Methods

Assessment methods & tasks

Criteria

Marking Feedback

Alignment in outcomes based curriculum development

Constructive alignment

Rationale Purpose

What support is in place to enable

student success?Academic incl. digital

Deliberate planning

• Purpose: • Why should the students want to do the

module?• Outcomes: • Is it clear what the students should be able to do

at the end of the module?• Content: • How will the content assist the students to meet

the outcomes?• Assessment:• Will the assessment tasks enable the students to

achieve the outcomes?

Module purpose, outcomes & content

The purpose of this module is to enable students to make a strong cup of filter coffee.

Outcomes: • Identify the different ingredients and tools required to make a cup

of coffee.• Select the correct ingredients to make a strong cup of filter coffee• Demonstrate how to make a strong cup of coffee using a peculator.

Content: • Coffee and its ingredients• Principles of making coffee• Choosing the correct coffee bean for its properties regarding coffee

strength • Insight into the tools required to make filter coffee

Constructive Alignment

Identify the different ingredients and tools required to make a cup of coffee.

Aligning the teaching strategy to the learning outcome

• A 35min lecture on the theory associated with the ingredients of coffee and the tools required to make a cup of coffee.

Or

• Watch a video of someone making a cup of coffee whilst taking notes on a hand out of what ingredients and tools the person in the video used. Compare and discuss your answers with a peer and adapt your worksheet accordingly.


Identify the different ingredients and tools required to make a cup of coffee.

Watch a video of someone making a cup of coffee whilst taking notes on a hand out of what ingredients and tools the person in the video used. Compare and discuss your answers with a peer and adapt your worksheet accordingly.

Assessment: Identify and label the different ingredients and tools required for making coffee in the picture supplied

Or

Write a 500 essay discussing the characteristics of the tools required to make a cup of coffee?

Integrated feedback and support


Just for Fun My inspiration

A quick history lesson… https://www.youtube.com/user/historyteachers

What can you remember? Why can you remember it?

Biggs Solo Taxonomy: Appling what the student already knows to new information.

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https://www.youtube.com/user/historyteachers

https://www.youtube.com/user/historyteachers



CHALLENGESAnd possible solutions

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Challenges

• Large classes – Teaching strategies – Marking

• Various faculties– Admission criteria – Relevance– Assessment practices

• Developing a student identify

Questions and Discussion

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