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The Design Studio ,[object Object],[object Object],(CC) pimousse3000
[object Object],[object Object],[object Object],[object Object]
Introducing a Design Studio approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Objective for the  Design Studio ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],Applications
Contexts for Curriculum Design ,[object Object],[object Object],[object Object]
The Design Team members ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Viewpoints ,[object Object],[object Object],[object Object],[object Object]
Module timeline worksheet ,[object Object]
Choosing a ‘lens’ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Assessment and Feedback cards are pictured here (principles based on REAP project).
Choosing an objective ,[object Object],The ‘objective’ guides the design team through the process This is different to learning outcomes which can also be stated
Reading the front of the cards ,[object Object],* The ‘objective’ of their design focus
Mapping the cards to the timeline ,[object Object]
Reading examples on cards ,[object Object]
Choosing relevant examples ,[object Object]
Adding in own ideas/comments ,[object Object]
Sample finished worksheets
Discussion ,[object Object],[object Object],[object Object],[object Object]
Where next? ,[object Object],[object Object],[object Object]

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Introducing the design studio

Notas do Editor

  1. QESS are devising a methodology to support staff with responsibilities to lead on and contribute to Course Planning It comes in response to the Academic Quality Framework and findings from ‘enhance’
  2. Have you ever led or contributed to a Curriculum Planning activity before? How did it go? How will you make a start in creating your plan? What one thing more than any other will ensure success for you?
  3. All are important but Design provides a starting point to ensure we identify and address priorities and requirements Curriculum design across the University is not widely understood or consistently practised and this has resulted in inconsistent approaches being taken, a lack of enthusiasm and a lack of systematic support. All of these deter innovation, miss the opportunity to systematically create a platform for inspiring teaching and, most importantly, deliver a curriculum that is often not engaging our students effectively. A suitable curriculum design process is needed to support the enhancement-led Academic Quality Framework (AQF) contributing to a designed, managed and inspiring student experience.
  4. A highly usable, agile, coherent and sustainable institutional approach to curriculum design that results in pedagogic and curriculum innovation and an engaging teaching and learning experience
  5. Click to add notes
  6. Click to add notes
  7. Click to add notes
  8. Click to add notes
  9. Click to add notes
  10. Click to add notes
  11. Click to add notes
  12. Click to add notes
  13. Click to add notes