A presentation given for the OU curriculum business models project at the OU.

1. Curriculum Business Models
Martin Weller
Arts workshop – January 2012 1

2. Agenda
• Overview (the official bit)
• Tools
• How might it work
• Issues
• Activity

3. What CBM is delivering
• Simple tools for articulating/visualising/sharing module
designs
• Putting the learning journey at the heart of the design
process
• Revealing the costs and performance outcomes of design
decisions
• Introducing a common classification framework and
terminology
• Introducing a consistent, structured design, specification
and review process to support the new approvals process
3

4. CBM and strategy
• PVC-LTQ expectations of CBM (use in CAUs/units):
– use the CBM activity planner & module map to support student
learning focus for decision making & module design
– Use performance view to inform quality assurance and
enhancement decisions
– Use CBM data and planning to inform faculty planning and
resource allocation
– Develop current CBM to apply at level of Qualifications
• Use it to define templates?
• Use it to drive efficiency?
4

5. Four key views
Module Map
Activity Planner
5
Cost Effectiveness view Module Performance view

6. Module design process 1
Intentions What will students do? What inputs and outputs
will be needed?
Pedagogy profile
Activity planner Module map
Module map

7. Module design process 2
What options are there? How much will it cost? What are we assembling?
Module options guidance Costing and modelling tool Module specification

8. Module review process
……9 months later
What did we produce? What did it cost? How was study time spent? How did the
module perform?
Module specification Costing and Activity planner Course performance
modelling tool summary
Available to other module teams through a CBM library

9. Exploring provision at different levels

10. What we can do with CBM
• Provide standard tools for supporting course design
process
• Establish faculty norms/models in a consistent way
• Share successful designs
• Encourage new models
– more cost-effective
– more flexible and sustainable
– more interesting and engaging for students
• Articulate designs more clearly to students
10

11. Activity Planner
• What are we asking students to do
• Pedagogy neutral
• 6 categories:
11

12. Assimilative e.g. Read, Watch, Listen, Think about, Access, Observe, Review, Study
Finding and handling e.g. List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather,
information Order, Classify, Select, Assess, Manipulate
Communication e.g. Communicate, Debate, Discuss, Argue, Share, Report, Collaborate,
Present, Describe, Question
Productive e.g. List, Create, Build, Make, Design, Construct, Contribute, Complete,
Produce, Write, Draw, Refine, Compose, Synthesize, Remix
Experiential e.g. Practice, Apply, Mimic, Experience, Explore, Investigate, Perform,
Engage
Interactive/ Adaptive e.g. Explore, Experiment, Trial, Improve, Model, Simulate
Assessment Include summative (graded) assessment only here e.g. Write, Present,
Report, Demonstrate, Critique
12

13. Assimilativ Finding and Communica Productive Experientia Interactive/ Assessment
Topic/
e handling tion l Adaptive
week/
informatio
session
n
1
7 1 2
2
6 1 1 2
3
4 1 5
4
7 1 2
5
7 1 2
6
7 1 2
7
7 1 2
8 13
7 1 2

14. 14

15. Module Map
• Provides representation of the module
• Move from the activity to the stuff
• Further on, link to OU systems
15

16. View 2 Module Map
Course Map View: KE312 Working Together for Children
Guidance and support Guidance and
Course guide support
Study calendar
Content and
experience Study planner
20 Learning guides
General assessment guidance
TMA questions
Communication and
Tutor support – 1:20; 21 contact hrs; band 7
collaboration
Content and experience Communication and collaboration
3 co-published course books (21 chapters/ 960pp) F2F tutorials near beginning, middle and end of course (some
DVD – videos of 3 practice settings + interviews (XXmin) regional variation)
Core questions, thinking points and summaries in course books
Student activities
Plus own experience and practice
PDF resources Course-wide Café forum
Links to e-journal articles and other websites Tutor group forums with sub-forums for each block
Activities throughout learning guides (4-7 per guide)
5 website ‘interactives’
Reflection and demonstration
Reflection and
demonstration
Journal space in MyStuff
6 TMAs – submitted online (50% of overall score)
Course summary Key words
Key words
60pt course over 32 weeks Practice related;
3 blocks/20 learning guides Aligned to latest professional framework for mult-agency working;
Whole weeks devoted to TMAs Rich case studies;
Consolidation week (week 22) Read – relate to practice – reflect – write.

17. Module map
example

18. Module map
categories
and
elements

19. Digital Scholarship – the module!
• Boyer
• Power of networks
• Open Education
• Changes in research
• Data visualisation
• Other sectors
• Significant technology
• Barriers
• Implications

20. We’re all researchers now?
• As content becomes adundant focus is less on
providing it than on creating a framework to make
sense of it
• Leads to research-based pedagogy?

21. Assim Info Comms Exper Adaptive Prod
handling
Boyer OER Implications Collect & Data Slidecast on
repositories debate visualise visualisation Barriers
data in
organisation
Researcher Sharing Technology Video on
s use of resources in use other
tech on tech sectors
Open Library Use diff
education research on Networks
use of tech
20% 25% 5% 25% 5% 20%

22. Guidance & Content &
Support experience
Open access Book
VLE study guide/calendar
Reading list
3rd party tools & advice
Weekly overviews
Tutor activity
Discursive assignment
Video
Use of social tools
Slidecast
Data visualisation
Reflection & Communication
demonstration & collaboration

23. Content based
• Use of 3rd party content
• Quick production

24. Assim Info Comms Exper Adaptive Prod
handling
Boyer/Schol Reading list Wiki on Research Data Essay on
arship resources barriers methods visualisation networks
on Open Ed
Implications Research
other
sectors
Technology
overview
40% 20% 10% 10% 10% 10%

25. Guidance & Content &
Support experience
Open access Book
VLE study guide/calendar
Reading list Essays & blogs
3rd party tools & advice
Weekly overviews
Media collection
Course forums
Essay
Data visualisation Wiki
Reflection & Communication
demonstration & collaboration

26. Activity based
• Peer to peer activity
• Tutor led activity
• Small amount of content

27. Assim Info Comms Exper Adaptive Prod
handling
Boyer/Schol Find reliable Comment Research Data 3 types of
arship sources in on blogs promotion visualisation media on
tech/networ practices research
ks/data methods
Research Blog journal Produce
other on tech OER
sectors
Group
activity on
other
sectors
15% 20% 30% 10% 5% 20%

28. Guidance & Content &
Support experience
Open access chapter
VLE study guide/calendar
3rd party tools & advice
Library research advice Weekly overviews
Media outputs Course forums
Blog
Blog commenting
OER
Data visualisation Group activity
Reflection & Communication
demonstration & collaboration

29. Some thoughts
• Good way to form a common early rep
• Diff ways of representing same content
• Categorisation encourages variety
• Categories can be bit blurred
• Role of assessment?

30. Issues
• Categories
• Variability
• Implication that assimilative is ‘wrong’
• Level of detail and moment of implementation
• Being told what to do
• Capturing the narrative/journey

31. Further development
• Nice paper version
• Guidance
• Excel
• Online interactive version with database
• IET liaison
• Work with other projects

32. AA308
• Looking at online material
• Quickish view, may miss some subtlety
• Raised some questions which might be useful for new
course team
32

33. Some questions to consider
1. What are the dis/advantages for the student of engaging with the
optional components of the module?
2. Is it ok for students to be able to complete this level 3 module
without engaging in dialogue with anyone else about their learning?
3. Students are asked key questions to help them internalise the
concepts but are immediately followed by the answer.
4. What do the module team see as the pedagogical purpose of the
forums?
5. Information literacy skills may not meet level 3 (see
http://library.open.ac.uk/ILLFramework/level3.html). Is this
important to the module team ?
6. Would a more varied activity profile be desirable? 33

34. Activity
• In groups of 4
• 10 pt General Digital skills for English/Philosophy
students course (10 wks)
3.Determine key topics (10 mins)
4.Use activity planner to sketch out activity (10-20 mins)
5.Use Module Map to create representation (10-20 mins)
6.Feedback & discussion (20 mins)