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Jisc webinar: Curriculum design: Changing the paradigm

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Jisc webinar: Curriculum design: Changing the paradigm

  1. 1. Curriculum Design: Changing the Paradigm JISC Webinar November 2nd 2011 2-3pm
  2. 2. Today’s SpeakersHelen Beetham Marianne Shepparde-Learning Consultant Researcher/Analyst JISC infoNet
  3. 3. Curriculum Design: Changing the Paradigm
  4. 4. What you will take away?...... A greater understanding of how a strategic approach to curriculum design and courseinformation can lead to better outcomes for learners and for other stakeholders in the curriculum.
  5. 5. Session overview 14:00 Welcome and introduction to the JISC Curriculum Design programme (Marianne Sheppard) 14:10 Overview of the key challenges (Helen Beetham) 14:20 Introduction to 3 areas of transformation: learning, curriculum and institutional (Helen Beetham) 14:50 Actions for institutions 14:55 Further information and the Design Studio 15:00 Close
  6. 6. InteractionText Chat Polls Talk
  7. 7. JISC e-Learning ProgrammeThe aim of the JISC e-Learning …The vision is of a world whereprogramme is to enable UK learners, teachers, researchers andfurther and higher education to wider institutional stakeholders usecreate a better learning technology to enhance the overallenvironment for all learners, educational experience bywherever and however they improving flexibility and creativitystudy, in order to realise the and by encouraging comprehensivevision… and diverse personal, high quality learning, teaching and research. www.jisc.ac.uk/elearningprogramme
  8. 8. Institutional Approaches to Curriculum DesignAimsThe 12 projects are exploring how technology can help address particularchallenges in designing flexible and responsive curricula and so providebenefits for institutions, learners, employers, professional bodies and widerthe sector. Birmingham City University  The Open University Cardiff University  University of Bolton City University London  University of Greenwich Leeds Metropolitan University  University of Cambridge Manchester Metropolitan University  University of Ulster Staffordshire University  University of Strathclyde www.jisc.ac.uk/curriculumdesign
  9. 9. Institutional Approaches to Curriculum DesignTimescales 4 year programme: completing July 2012Outcomes and outputs Changing practices and developing cultures of innovation in curriculum design New or improved processes to support holistic curriculum management (e.g. review and approval, single source of data) Staff development approaches and resources Guidelines on effective curriculum design New design tools and environments
  10. 10. Curriculum Challenges
  11. 11. Who are you?Please use the voting buttons to indicate which best describes your institutional role.a) senior managerb) educational/academic developer (general)c) e-learning professionald) tutor/lecturere) researcher/consultant
  12. 12. Curriculum is central to who we are...
  13. 13. Curriculum is central to who we are... Defines unique offer Distinguishes HE from other sectors Is what students sign up for and defines student experience Expresses identities of academic staff and departments Occupies major resources of institutions (teaching, assessing, reviewing, developing, approving...) Huge professional investment in quality processes around the curriculum (academic standards)
  14. 14. Challenges funded institutions were facing Curriculum information and its representation to users lack of coherent management | different stakeholder requirements diverse systems | document-based systems | low user confidence Quality/approval processes mistrust of non-standard approaches e.g.inquiry-based, work-based not transparent or inclusive | educational rationale not captured document driven | content focus | cumbersome Stakeholder involvement different requirements and priorities | no common terminology long term vs short term focus Meeting the needs of new students work-based learners | fee-paying students | diversification of sector international students | franchise colleges | online/distance learners Embedding innovation and continuous improvement set-piece, committee-based processes | up to 7-yr-long cycle lack of trust embodied in systems?
  15. 15. Challenges funded institutions were facing‘The critical requirement of satisfyingthe approval process means thatdocumentation is written with thatcommittee in mind, and the utility ofthis information for other users iscompromised. Many potential users,including design teams andstudents, would value visual andmultimedia representations of the ‘the majority believed the prevalence ofcurriculum in addition to text.’ e-learning technologies is making the process of creating courses more complex, with around half believing that new pedagogic approaches were required, and more than half indicating a need for support, confidence building and better tools for integrating technology effectively into the curriculum.’
  16. 16. Challenges funded institutions were facing ‘the aspirations expressed in institutional learning and teaching (and other) strategies are not always effectively articulated through the design and approval process.’‘There is considerable duplicationof effort in the production ofcourse-related documentation,and much of the informationcaptured is not re-used efficientlyto support other operationalprocesses, e.g. those involved indelivery and learning support.’
  17. 17. http://youtu.be/bvFAKcb8Ask
  18. 18. What are your curriculum challenges?Please use the voting buttons to indicate whichcurriculum issue is the priority for reformat your institutiona) joined-up management of informationb) efficient quality/approval processesc) stakeholder involvement in the curriculumd) diversifying into new student marketse) responsive development/continuous innovation
  19. 19. Programme approach: overviewLearning (personal transformation) Curriculum transformation Institutional transformation
  20. 20. Programme approach: overviewLearning (personal transformation) Curriculum transformation Institutional transformation
  21. 21. Learning (personal transformation)
  22. 22. Meeting the needs of new students
  23. 23. Rethinking the curriculumChoice over mode and timing of participation (e.g. changes to academic calendars)Support for remote learning: placements, workplaces, fieldPractice of authentic tasks in authentic contextsInterdisciplinary learning where appropriateRecording and making visible learning activities and achievementsA more open, negotiated, inquiry-based curriculum responsive to individual aspirations
  24. 24. Example: UG FlexExample: IDIBL or Coaching – any good assets??
  25. 25. Example: UG FlexSnakes and ladders approach to rethinking undergraduate programmesReview impact of university calendar on student experienceConsultations followed by review of regulatory and quality frameworks to increase efficient and effective flexible and part-time learning provision
  26. 26. Example: IDIBL framework, CoEducate
  27. 27. What would it look like in your context if...?The curriculum was flexibly designed to meet the needs of a wider range of students?AND/ORThe curriculum was designed to develop adaptable, resilient students able to cope with uncertainty and change?
  28. 28. Curriculum transformation
  29. 29. Engaging stakeholdersChanging the conversation
  30. 30. Reforming design processesCapture & sharing of curriculum representations to support: stakeholder engagement transparency of process and informed choices enhanced conversations with focus on learningMapping of competences to support: personal learning pathways and goals focus on graduate outcomesEnhanced teaching staff capability to support: use of curriculum information for planning, review focus on designing relevant activities/experiencesEducational advice and guidance integrated with formal processes, shared design tools and models to support: better-informed design process
  31. 31. Example: Viewpointshttp://youtu.be/rV_DE_0fPJ0
  32. 32. Example: PREDICT• Implemented Student Voice Awards – student-led nominations for academic staff, managed by SUProvides us with information on what students regard as good curricula and teaching• Introduced new curriculum design module for staff on Masters in Academic PracticeEnables staff to explore what “curriculum” means and how to design effective curricula• Produced guidelines for staff on how to write student facing documents based on talking to staff and studentsSupports gap between curriculum design and delivery
  33. 33. Example: PREDICT• Staff started to think about curriculum more holistically and what the programme philosophy was• They considered what students needed to be able to do• They thought about how they could assess and help students develop so leading to the learning and teaching
  34. 34. What would it look like in your context if...Conversations around the curriculum could be participated in by all stakeholders equally?AND/ORShared design tools and resources were available to staff throughout the development process?
  35. 35. Learning (personal transformation) Curriculum transformation Institutional transformation
  36. 36. Learning (personal transformation) Transforming the curriculum conversationenables transformed learning opportunities Curriculum transformation Institutional transformation
  37. 37. Institutional transformation
  38. 38. joined up information systems efficient approval and quality processesAcknowledgement: Alfred Lerner Hall © Getty Images.
  39. 39. Re-engineering the institutionBetter management of course related information tosupport e.g. documentation, planning, portfolio analysisJoined-up information systems and system architectures,to support efficiencies in workflowsLightweight approval and monitoring processes, supportinginnovation, viability, relevance, iterative QEFaster development and tighter coupling betweencurriculum development and strategic prioritiesCourse related information used to support planning,market research and portfolio management
  40. 40. Example: SRC (Manchester Met)New curriculum framework (new standard credit size)New admin systems and business processesSeamless access (new VLE and enhanced portal)Streamlined quality processesOutcomesEvery UG course and module being re-writtenEntirely new first year went live September 2011Data-based, not document-based
  41. 41. Example: SRC (Manchester Met)
  42. 42. Example: SRC (Manchester Met)More stakeholder involvement in the curriculum and the processes which surround it.(Potentially) one trusted source of the truthEfficient production of course documentation: glossy brochures, websites, handbooks, VLE’s, all describing the same courseClearer story on learning outcomes and links to what employers are looking for.
  43. 43. Example: OULDI
  44. 44. Example: OULDI
  45. 45. Example: CoEducate Business Model Canvas
  46. 46. ‘At a glance’ Course Map Learning Outcomes View Example: OULDI Course PerformancePedagogy Profile Task sequence/ ‘Swimlane’ Finance View
  47. 47. What would it look like in your context if...There was a single, trusted source of course related information available to allAND/ORProcesses of review and approval were so agile that a course could be developed from concept to recruitment in six months or less?
  48. 48. Learning (personal transformation) Curriculum transformation Institutional transformation
  49. 49. Learning (personal transformation) Curriculum transformation Institutional change is embedded,enabling long-term curriculum transformation Institutional transformation
  50. 50. Over to you...
  51. 51. Today’s SpeakersHelen Beetham Marianne Shepparde-Learning Consultant Researcher/Analyst, JISC infoNethelen.beetham@googlemail.com marianne.sheppard@unn.ac.uk
  52. 52. Further Resourceshttp://bit.ly/jiscds
  53. 53. JISC Online Conference www.jisc.ac.uk/elpconference11 #jiscel10 Activity week sessions – 15th – 21st Nov:Alan Masson (University of Ulster) and Simon Cross (OU)Identifying and changing key curriculum design practicesExamining the process of how institutions identify and then seek to change the curriculum design processes andpractices. (This session complements the main conference session on curriculum design1Paul Bartholomew (Birmingham City University ) and Jim Everett (University of Strathclyde )Socio-technical ramifications of a new technology-supported approach to course designand approvalDemonstrating new technology-supported approaches to designing and approving courses. (This sessioncomplements the main conference session on curriculum design1) Conference week: Thursday 24th Nov 11:30 am:What needs to change in Curriculum Design?http://bit.ly/tqE482