Curriculum Design & Delivery Programme
Curriculum Design & Delivery Posters
Curriculum Design & Delivery Programme
eBioLabs – Integrated tools for laboratory teaching University of Bristol
Project Blog: http://www.bristol.ac.uk/ebiolabs/ YouTube video: http://www.youtube.com/watch?v=8fnxSbgFOrg
eBioLabs was born out of necessity. For years academics and employers have realised that practical skills teaching and learning has stagnated or declined across the HE sector. In many instances laboratory-classes are cut-down versions of what they used to be. The basic problem: lab classes don’t scale in the same way that lectures do. Increasing class sizes and decreasing units of resource mean that one way to revitalise practical teaching is with the appropriate use of technology.
During this academic year our pilot group, 250 first year biochemistry students will login to eBioLabs in advance of the practical and interact with the online content. We have developed eBioLabs using Moodle, an open-source VLE. We have developed and deployed the systems to allow us to test the students’ knowledge in advance of the practical classes and to allow student work to be submitted and returned electronically. Marking and feedback has been automated wherever possible.
During our initial evaluation we were not surprised to find that learners agree that practical classes are long, boring and tedious and are one of the least popular parts of the curriculum. It is the aim of this project to transform the delivery of laboratory-based courses and realise their potential to be some of the most active, discovery-led sessions learners encounter in their university careers.
eBioLabs technology.
eBioLabs is built using industry standard, open source technology platforms. We have two dedicated web servers running Moodle on top of Linux, Apache, MySQL and PHP. The two servers mirror and monitor each other using Heartbeat and STONITH. If one server goes down the other takes over seamlessly. We need this level of reliability as eBioLabs is a relatively high-stakes e-learning application. If the system falls over we may have to cancel classes that cannot be repeated for 250+ students and tens of staff members. And those numbers are set to treble in the second year as more departments buy in.
The fundamental problem is a lack of achievement in laboratory classes. Practical work is hard to assess and few marks tend to be associated with it. This leads to the perception among many students that academics do not value lab-based classes. Students also complain about the level of feedback they get about the work they submit. Our research showed that students do not prepare for lab classes and that staff spend much of their time explaining practical mundanities rather than the higher level concepts that the classes are designed to support. We wanted to change this and the best way is to shift the focus of student effort to before the practical:
The content is written by academics in Word and ported to HTML using CourseGenie. Interactive multimedia has been developed in a parallel project and is used to supplement the text. Just a few years ago eBioLabs would not have been possible. It’s only now that the hardware, software and bandwidth has become available to allow us to serve up high-quality content to all our students, and just as importantly, improve our assessment and feedback without increasing staff workloads. We are actively looking for partner institutions. If you think someone you know would be interested in eBioLabs , email the project director gus.cameron@bristol.ac.uk or text him now on 0779 626 7495, or simply Google “eBioLabs”.
Curriculum Design & Delivery Programme
Springboard TV – College of West Anglia
Project Blog: http://www.springboardtv.org/ YouTube video: http://www.youtube.com/watch?v=cfPqsVgrk80
SpringboardTV is an active respectful community of creative young people who are passionate about sharing the films they make.
The project aims to develop an Internet TV Channel, ‘SpringboardTV’ to broaden curriculum delivery by providing enhanced resourcing and an output for learner’s work. It aims to provide an innovative learning experience where learners are able to develop contemporary media skills in a ‘real’ TV production and broadcast environment. This integrated approach is set to generate ‘new thinking’ in curriculum delivery in which new models of pedagogy, informed and influenced by a combination of proven e-learning technologies, will create powerful synergies in the approaches to differentiation in teaching and learning to the benefit of all learners in the curriculum area. What our students say about SpringboardTV: “If my work has an audience then I have to raise my bar every time” “It gives us more confidence” “I like the hands on experience and pressure of potential criticism” "It would make me stand out" “If you are working with professionals then they will guide you the right way for the possibility of being noticed by other people.” "It is a unique learning technique"
Curriculum Design & Delivery Programme
COWL (Coventry Online Writing Laboratory) – Coventry University Project Blog: http://cuba.coventry.ac.uk/cowl/ YouTube video: http://www.youtube.com/watch?v=ap9YnpciPN0
COWL will have a major impact on the work of CAW, both in terms of the scalability of its writing support services and of student and staff access to these services.
University students benefit greatly from being taught how to write. In 2004 Coventry University made a pioneering investment by establishing a Centre for Academic Writing (CAW) that specialises in researching and teaching tertiary writing. The COWL project will enhance CAW’s provision by creating a ‘Coventry Online Writing Lab’ facility within CAW. Through the use of technology, CAW’s trademark - the individualised writing tutorial - will be transformed as synchronous and asynchronous online writing tutorials. COWL will also enable the development of other types of online writing support.
The COWL project aims to develop a comprehensive, integrated platform of technologically-enhanced writing support mechanisms to be trialled at Coventry University and disseminated for further evaluation and use at all universities and colleges.
Curriculum Design & Delivery Programme
Integrative Technologies Project – University of Exeter Project Blog: http://blogs.exeter.ac.uk/integrate/ YouTube video: http://www.youtube.com/jisccdd#p/f/4/PZAaq7p55p8
Integrative Technologies Project The project addresses the educational challenges faced by the University’s Business School as it enters a phase of considerable student expansion and international diversification. The School anticipates growth in student numbers in the region of 250% by 2014, with approximately 40% of those students coming from international backgrounds. Business School academic staff, students and administrators, collaborating with the University’s Education Enhancement Unit, are involved in designing and delivering a ‘step change’ so that technology is used to enhance teaching and learning across all aspects of the curriculum. The project will: t deliver and evaluate collaboratively planned technology-enhanced activities and experiences for all students across six first year modules; t develop means of curriculum delivery that support flexible learning with particular emphasis on the challenges of large numbers and internationalisation; t experiment with and evaluate what might form an appropriate technology-enhanced ‘mix’ for providing an integrative and skills –rich learning experience; t provide professional development for staff and students across a variety of roles in the Business School to ensure that they can actively and confidently contribute to the design of technology-enhanced integrative learning experiences
Anticipated outcomes: t Learners will have led on designing experiences and will have experienced a ‘step change’ in the way the curriculum is delivered. t Variety in curriculum delivery will have been developed or adapted to support flexible learning and preferences. t The Business School will have trialed and evaluated integrative approaches and shared these with colleagues in the UK t All staff contributing to the six first year modules and students on bursary placements will have attended sessions and enhanced capacity, knowledge and skills. Teaching and learning behaviours will show tangible evidence of change with regard to the use of technology.
The opposite diagram illustrates the context within which the Integrate project is situated. The outer ring provides an indicative range of technology solutions that will be drawn upon during the project to address how the delivery of the School’s programmes might be joined up to provide an integrative learning environment. Many of these educational and administrative technologies are already in use in the School providing knowledgebased resources and administrative information, and through the project they will be coordinated to address the pedagogic and management wwchallenges faced by the Business School. The technologies identified: t are routine for some, but by no means all (such as use of WebCT to provide lecture notes and additional support materials, formative feedback from web-based quizzes and tests); t have been tested within the institution but are far from embedded (such as electronic submission of assignments both to support plagiarism detection and to enable efficient administrative processes); t are presently untried at Exeter (such as: the use of personal response systems during large group lectures;
video-streaming of lectures so that all content can be constantly available for reviewing and revision; use of SMS; electronic submission of assignments for online marking and feedback; electronic examinations); t promote a sense of community (such as web 2.0 tools) for students both within modules and across the first year cohort.
The University of Exeter Business School Integrative Technologies Project is sponsored by JISC
FURTHER INFORMATION For further information please contact: University of Exeter Education Enhancement Unit Room 710 Laver Building North Park Road Exeter EX4 4QE Phone: +44 (0) 1392 724510 Email: e.j.dunne@exeter.ac.uk Web: www.exeter.ac.uk/integrate Blog: blogs.exeter.ac.uk/integrate
Curriculum Design & Delivery Programme
Effecting Sustainable Change in Assessment Practice and Experience (ESCAPE) University of Hertfordshire Project Blog: http://escape-uh-jisc.blogspot.com/ YouTube video: http://www.youtube.com/watch?v=CLGK70w5abo
Sometimes you need to mix it up a bit to keep things interesting?
Kingston Uplift for Business Education
Curriculum Design & Delivery Programme
Kingston Uplift for Business Education (KUBE) – Kingston College Project Blog: https://kube.kingston-college.ac.uk/ YouTube video: http://www.youtube.com/watch?v=ZysmgP2dngw
Curriculum Design & Delivery Programme
Mobilising Remote Student Engagement (MoRSE) - Kingston University/De Montfort University Project Blog: http://www.morse.ac.uk/ YouTube Video: http://www.youtube.com/watch?v=tA5y6BCi2vc
MoRSE Mobilising Remote Student Engagement Kingston University and De Montfort University Issues for Key Stakeholders The delivery of reflective tasks for Placement students in Pharmaceutical and Cosmetic Science The students are learning to make judgements about: academic and industrial expectations; the use of personal technologies in an industrial context; data protection and commercial confidentiality; how to process reflections and use them to enhance personal and professional effectiveness. The industrial supervisors are making judgements about the boundaries between academic and business requirements; and learning how reflective learning and flexible delivery might enhance personal development in a scientific industrial context. The academic supervisors are learning: to engage with social software; to reflect on the process of curriculum delivery to widely dispersed students; to support students in the process of reflection; to balance industrial and academic requirements.
The delivery of fieldtrip tasks for Geography and GIS students The Geography and GIS students are learning to make judgements about: the use of personal technologies in a field environment; develop their approach to field study and learning through onsite technology mediated collaboration and access to networked resources and databases; understand the issues and complexities of data acquisition in an authentic field environment using industry standard hardware and software (GIS students).
The Geography staff are learning: to engage with social software and personal technologies as part of learning activities; to enhance learning activities by integrating increasingly common personal technologies into field activities including data collection; to enhance collaboration, interaction and support amongst students and staff spatially dispersed across a field area and beyond.
Curriculum Design & Delivery Programme
DUCKLING: Delivering University Curricula: Knowledge, Learning and Innovation Gains – University of Leicester Project Blog: http://www.le.ac.uk/beyonddistance/duckling/ YouTube Video: http://www.youtube.com/watch?v=RK5BkUp8JRU
Curriculum Design & Delivery Programme
Making the new diploma a success – Lewisham College Project Blog: http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/mak ingthenewdiplomaasuccess.aspx#relatedLinks YouTube Video: http://www.youtube.com/watch?v=ulTgU5Ct_FA
LE WIS HAM
Curriculum Design & Delivery Programme
Information spaces for collaborative creativity – Middlesex University Project Blog: http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/info rmationcreativity.aspx
/ŶĨŽƌŵĂƟŽŶ ^ƉĂĐĞƐ ĨŽƌ ƌĞĂƟǀĞ ŽŶǀĞƌƐĂƟŽŶƐ Middlesex University Žď &ŝĞůĚƐ ď͘ĮĞůĚƐΛŵĚdž͘ĂĐ͘ƵŬ ŶĚLJ ĂƌĚŝůů Ă͘ďĂƌĚŝůůΛŵĚdž͘ĂĐ͘ƵŬ City University ^ĂƌĂ :ŽŶĞƐ ƐĂƌĂũΛƐŽŝ͘ĐŝƚLJ͘ĂĐ͘ƵŬ
Premise͗ ĞƐŝŐŶ ŝƐ ĚŽŶĞ ʹ and learned ʹ ĐŽŶǀĞƌƐĂƟŽŶĂůůLJ dŚƌŽƵŐŚ ĐŽŶǀĞƌƐĂƟŽŶ ǁĞ ĐĂŶ ͚ƚĂůŬ ŽƵƌƐĞůǀĞƐ ŝŶƚŽ Ă ďĞƩĞƌ ƉŽƐŝƟŽŶ͛͘ Ƶƚ͕ ƚĞĐŚŶŽůŽŐLJ ĐĂŶ ŽŌĞŶ ƐƟŇĞ ƌĂƚŚĞƌ ƚŚĂŶ ĞŶŚĂŶĐĞ ĐŽŶǀĞƌƐĂƟŽŶ͕ ƐŽ͘͘͘ ͘͘͘ ĚĞƐŝŐŶ ƚŚĞ ƚĞĐŚŶŽůŽŐLJ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞ ĐŽŶǀĞƌƐĂƟŽŶ͗ ƚŚĞ ŝƐƐƵĞ͕ Ă ƐƚŽƌLJ ĂŶĚ ƐŽŵĞ ƉƌŽƚŽƚLJƉĞƐ͘
This project will address a recurrent problem in design ĞĚƵĐĂƟŽŶ͗ ƚŚĂƚ ƐƚƵĚĞŶƚƐ ĂƌĞ ƐŽŵĞƟŵĞƐ ĚŝƐĞŶŐĂŐĞĚ ĨƌŽŵ ŬĞLJ ͚ĐƌĞĂƟǀĞ ĐŽŶǀĞƌƐĂƟŽŶƐ͛ ĂŶĚ ƚŚĂƚ ƚŚŝƐ ƉƌŽďůĞŵ ĐĂŶ ďĞ exacerbated by learning technologies present in the ĐůĂƐƐƌŽŽŵ Žƌ ƚŚĞ ƐƚƵĚĞŶƚƐ͛ ǁŝĚĞƌ ŶĞƚǁŽƌŬĞĚ ǁŽƌůĚ͘ dŚĞ ƉƌŽũĞĐƚ ǁŝůů ĚĞƉůŽLJ ƚƌŝĂů ͚ŝŶĨŽƌŵĂƟŽŶ ƐƉĂĐĞƐ͛ ƚŚĂƚ ǁŝůů ƉƌŽǀŝĚĞ ůĞĂƌŶĞƌƐ ǁŝƚŚ ƚŚĞ ĂƉƉƌŽƉƌŝĂƚĞ ĂƌƚĞĨĂĐƚƐ ĂŶĚ ŵŽĚĞƐ ŽĨ ŝŶƚĞƌĂĐƟŶŐ ǁŝƚŚ Ă ůĞĂƌŶŝŶŐ ƐŝƚƵĂƟŽŶ͕ ĂŶĚ ǁŝƚŚ ƚŚĞŝƌ ƉĞĞƌƐ ĂŶĚ ƚƵƚŽƌƐ͕ ƚŽ ĞŶĂďůĞ ƚŚĞŵ ƚŽ ĞŶŐĂŐĞ ŵŽƌĞ ŇĞdžŝďůLJ ĂŶĚ ĞīĞĐƟǀĞůLJ ŝŶ ĐŽŶǀĞƌƐĂƟŽŶƐ ĐŚĂƌĂĐƚĞƌŝƐĞĚ ďLJ ŝŶŶŽǀĂƟŽŶ ĂŶĚ ƌĞŇĞĐƟǀĞ͕ ĐƌŝƟĐĂů ƚŚŝŶŬŝŶŐ͘ <ĞLJ ƚĞĐŚŶŽůŽŐŝĐĂů ĐŽŵƉŽŶĞŶƚƐ ŽĨ ƚŚĞ ƉƌŽƉŽƐĂů ǁŝůů ďĞ ƚŚĞ ŵĂŶĂŐĞŵĞŶƚ ĂŶĚ ĚŝƐƉůĂLJ ŽĨ ĚĞƐŝŐŶ ŝŶĨŽƌŵĂƟŽŶ ĂŶĚ ĐƌŝƟĐĂů ĨĞĞĚďĂĐŬ ĂĐƌŽƐƐ Ă ƌĂŶŐĞ ŽĨ ĂƉƉƌŽƉƌŝĂƚĞ ĚŝƐƉůĂLJ ƐƵƌĨĂĐĞƐ͖ ƚŚĞ ĐĂƉƚƵƌĞ ŝŶ ĂƉƉƌŽƉƌŝĂƚĞ ŵĞĚŝĂ ĂƵĚŝŽ͕ ǀŝĚĞŽ͕ ƐƟůů ŝŵĂŐĞƐ ŽĨ ƐŝŐŶŝĮĐĂŶƚ ĚĞƐŝŐŶ ŝŶĨŽƌŵĂƟŽŶ͖ ĂŶĚ ƚŚĞ ĂďŝůŝƚLJ ƚŽ ƌĞƉůĂLJ͕ ĂŶŶŽƚĂƚĞ ĂŶĚ ƌĞŇĞĐƚ ƵƉŽŶ ƐƵĐŚ ĐĂƉƚƵƌĞĚ ĐŽŶƚĞŶƚ͘
͞^ŽƌƌLJ /͛ŵ ůĂƚĞ͟ ĂƉŽůŽŐŝƐĞĚ ^ĂĞĞĚ ĂƐ ŚĞ ƉƵƐŚĞĚ ŚŝƐ ǁĂLJ ƚŚƌŽƵŐŚ ƚŚĞ ƐƚƵĚŝŽ ĚŽŽƌ͘ ͞ ĞŶƚƌĂů ůŝŶĞ͛Ɛ ƐĐƌĞǁĞĚ ƵƉ͘ tŚĂƚ͛ǀĞ / ŵŝƐƐĞĚ͍͟ ^ĂĞĞĚ ŚĂĚ ũƵƐƚ ĂƌƌŝǀĞĚ ůĂƚĞ ĨŽƌ Ă ƐĞƐƐŝŽŶ ŽŶ ƚŚĞ /ŶƚĞƌĂĐƟŽŶ ĞƐŝŐŶ WƌĂĐƟĐĞ ŵŽĚƵůĞ ŚĞ ŝƐ ƚĂŬŝŶŐ ĂƐ ƉĂƌƚ ŽĨ ŚŝƐ D^Đ ĚĞŐƌĞĞ͘ ͞'ůĂĚ LJŽƵ ĐŽƵůĚ ŵĂŬĞ ŝƚ͟ ƐĂŝĚ DĂƌŬ͕ ƚŚĞ ƚƵƚŽƌ͘ ͞:ƵƐƚ ĮŶŝƐŚĞĚ ƚĂůŬŝŶŐ ĂďŽƵƚ ƚŚĞ ĚĂƚĂ DĂLJĂ ĐŽůůĞĐƚĞĚ ĚƵƌŝŶŐ ƚŚĞ ǁĞĞŬ ĨŽƌ ƚŚĞ ƚŽƵƌŝƐƚ ŐƵŝĚĞ ƉƌŽũĞĐƚ͘͟ dŚĞ ŐƌŽƵƉ ŽĨ ƐƚƵĚĞŶƚƐ ǁĞƌĞ ĐƌŽǁĚĞĚ ĂƌŽƵŶĚ ƚŚĞ ƚĂďůĞ ƉĞĞƌŝŶŐ ĚŽǁŶ Ăƚ Ă ƉƌŽũĞĐƚĞĚ ŝŵĂŐĞ ƐŚŽǁŝŶŐ Ă ĚŝĂŐƌĂŵ ĂůŽŶŐƐŝĚĞ Ă ƉŚŽƚŽŐƌĂƉŚ͘ dŚĞ ƉŚŽƚŽŐƌĂƉŚ ƐŚŽǁĞĚ ƚǁŽ ůŽƐƚͲůŽŽŬŝŶŐ ƉĞŽƉůĞ Ăƚ Ă >ŽŶĚŽŶ ďƵƐ ƐƚŽƉ ƉƵnjnjůŝŶŐ ŽǀĞƌ ĂŶ ͲƚŽͲ ͘ ůƚŚŽƵŐŚ ^ĂĞĞĚ ĚŝĚŶ͛ƚ ŬŶŽǁ ŝƚ ďĞĐĂƵƐĞ ŚĞ͛Ě ŵŝƐƐĞĚ ƚŚĞ ĚŝƐĐƵƐƐŝŽŶ͕ ƚŚĞ ĚŝĂŐƌĂŵ ĂůŽŶŐƐŝĚĞ ƚŚĞ ƉŚŽƚŽ ƐŚŽǁĞĚ ŽŶĞ ŽĨ DĂLJĂ͛Ɛ ĞĂƌůLJ ĚĞƐŝŐŶ ŝĚĞĂƐ ĨŽƌ Ă ŚĂŶĚŚĞůĚ ĞůĞĐƚƌŽŶŝĐ ŐƵŝĚĞ ƚŽ >ŽŶĚŽŶ ƚŚĂƚ ŵŝŐŚƚ ŚĞůƉ ƚŚĞ ůŽƐƚ ƚŽƵƌŝƐƚƐ͘ /Ŷ ƚŚĞ ƉƌŽũĞĐƟŽŶ ƐƉĂĐĞ ĂŶĚ ĂƌŽƵŶĚ ƚŚĞ ĞĚŐĞƐ ŽĨ ŝƚ͕ ƚŚĞ ƚĂďůĞƚŽƉ ďŽƌĞ ĞǀŝĚĞŶĐĞ ŽĨ ƚŚĞ ƉĂƐƚ ŚĂůĨ ŚŽƵƌ Žƌ ƐŽ ŽĨ ŐƌŽƵƉ ĚŝƐĐƵƐƐŝŽŶ ŝŶ ƚŚĞ ĨŽƌŵ ŽĨ ĂŶŶŽƚĂƟŽŶƐ ĂŶĚ ĂĚĚŝƟŽŶƐ͕ ďŽƚŚ ĚŝŐŝƚĂů ĂŶĚ ƵƐŝŶŐ ǁŚŝƚĞďŽĂƌĚ ŵĂƌŬĞƌƐ͕ ŵĂĚĞ ďLJ ƚŚĞ ƐƚƵĚĞŶƚƐ ĂŶĚ ƚƵƚŽƌƐ͘ ƚ DĂƌŬ͛Ɛ ƐŝĚĞ ŽĨ ƚŚĞ ƚĂďůĞ ǁĂƐ Ă ůŝƐƚ ŽĨ ŬĞLJ ŝƐƐƵĞƐ ƚŚĂƚ ƚŚĞ ŐƌŽƵƉ ŚĂĚ ƉƵůůĞĚ ƚŽŐĞƚŚĞƌ ĨƌŽŵ ƚŚĞ ŵĂƚĞƌŝĂůƐ DĂLJĂ ŚĂĚ ƉƌĞƐĞŶƚĞĚ͕ ĂŶĚ ŽǀĞƌ Ăƚ ƚŚĞ ŽƚŚĞƌ ƐŝĚĞ ǁĂƐ Ă ƐŬĞƚĐŚ ŽĨ Ă ƐĐƌĞĞŶ ůĂLJŽƵƚ ƚŚĂƚ ŽŶĞ ŽĨ ƚŚĞ ŽƚŚĞƌ ƐƚƵĚĞŶƚƐ ŚĂĚ ƐĞĞŶ ŽŶ ĂŶ ĞdžŝƐƟŶŐ ƉƌŽĚƵĐƚ͘ ůƐŽ ŽŶ ƚŚĞ ƚĂďůĞ ǁĞƌĞ ƉĂƌƚƐ ŽĨ ƉĂƉĞƌ ƉƌŽƚŽƚLJƉĞƐ ƚŚĂƚ DĂLJĂ ŚĂĚ ďĞĞŶ ǁŽƌŬŝŶŐ ǁŝƚŚ͖ ƉŝĞĐĞƐ ŽĨ ĐĂƌĚďŽĂƌĚ ĂŶĚ ƉŽƐƚͲŝƚ ŶŽƚĞƐ͘ ͞ ĂŶ ƐŽŵĞďŽĚLJ ĐĂƉƚƵƌĞ ƚŚŝƐ ĂŶĚ ƉƵƚ ŝƚ ŽǀĞƌ ƚŚĞƌĞ͟ ƐĂŝĚ DĂƌŬ ŐĞƐƚƵƌŝŶŐ ƚŽ Ă ƐĐƌĞĞŶ ŽŶ ƚŚĞ ŽƉƉŽƐŝƚĞ ǁĂůů ŽĨ ƚŚĞ ƐƚƵĚŝŽ͘ ͞/ƚ ŵŝŐŚƚ ĐŽŵĞ ŝŶ ƵƐĞĨƵů ǁŚĞŶ :ŽŚŶ ƉƌĞƐĞŶƚƐ͘ tĞ ĐĂŶ ŚĂǀĞ Ă ůŽŽŬ Ăƚ ǁŚĂƚ ƚŚĞ ĚŝīĞƌĞŶĐĞƐ ĂƌĞ͘͟ Ɛ ^ĂĞĞĚ ŵŽǀĞĚ ŝŶ ƚŽ ũŽŝŶ ƚŚĞ ŐƌŽƵƉ͕ ŽŶĞ ŽĨ ƚŚĞ ŽƚŚĞƌ ƐƚƵĚĞŶƚƐ ƉŝĐŬĞĚ ƵƉ Ă ĐĂŵĞƌĂ͕ ƚŽŽŬ Ă ƐŚŽƚ ŽĨ ƚŚĞ ƚĂďůĞ͕ ĐŽŵƉůĞƚĞ ǁŝƚŚ ƉƌŽũĞĐƚĞĚ ŝŵĂŐĞƐ ĂŶĚ ĂŶŶŽƚĂƟŽŶƐ͘ dŚĞ ĐĂƉƚƵƌĞĚ ŝŵĂŐĞ ĂƉƉĞĂƌĞĚ ŽŶ ƚŚĞ ǁĂůů ƐĐƌĞĞŶ Ă ĨĞǁ ŵŽŵĞŶƚƐ ůĂƚĞƌ͘ ͞>Ğƚ ŵĞ ũƵƐƚ ŐĞƚ Ă ĐůŽƐĞ ƵƉ ŽĨ ƚŚĞ ŵŽĐŬͲƵƉ͟ ƐĂŝĚ ĂŶŽƚŚĞƌ ƐƚƵĚĞŶƚ͕ ŵŽǀŝŶŐ ŝŶ ŽŶ ƚŚĞ ĐĂƌĚďŽĂƌĚͲĂŶĚͲƉŽƐƚͲŝƚ ƉƌŽƚŽƚLJƉĞ ǁŝƚŚ Ă ĐĂŵĞƌĂ ƉŚŽŶĞ͘ ͞/͛ůů ƉƵƚ ƚŚĞ ƉŝĐƐ ƵƉ ůĂƚĞƌ ŽŶ͘͟ ͞'ƌĞĂƚ͟ ƐĂŝĚ ^ĂĞĞĚ͕ ͞/͛ůů ŐƌĂď ƚŚĞ ƉŽĚĐĂƐƚ ĨƌŽŵ /ŶĨŽ^ƉĂĐĞ ĂŶĚ ĐĂƚĐŚ ƵƉ ŽŶ ƚŚĞ ƚƌĂŝŶ ŚŽŵĞ͘͟ >ĂƚĞƌ ŝŶ ƚŚĞ ĚĂLJ͕ ǁŚŝůĞ ^ĂĞĞĚ ŝƐ ƌĞǀŝĞǁŝŶŐ ƚŚĞ ďŝƚƐ ŽĨ ƚŚĞ ƐĞƐƐŝŽŶ ŚĞ ŵŝƐƐĞĚ͕ :ŽŚŶ ŝƐ ĂůƐŽ ůŽŽŬŝŶŐ Ăƚ Ă ƌĞĐŽƌĚ ŽĨ ƚŚĞ ƉĂƌƚ ŽĨ ƚŚĞ ƐĞƐƐŝŽŶ ǁŚĞƌĞ ŚĞ ƌĞĐĞŝǀĞĚ ĨĞĞĚďĂĐŬ͘ tŚŝůĞ ƌĞŇĞĐƟŶŐ ŽŶ ǁŚĂƚ ǁĂƐ ƐĂŝĚ͕ :ŽŚŶ ŝƐ ĂďůĞ ƚŽ ĂĚĚ ĂŶŶŽƚĂƟŽŶƐ ƚŚĂƚ ĐĂƉƚƵƌĞ ƐŽŵĞ ŽĨ ŚŝƐ ƌĞŇĞĐƟŽŶƐ ĂŶĚ ŵĂŬĞ ůŝŶŬƐ ƚŽ ŽƚŚĞƌƐ ƐƚƵĚĞŶƚƐ͛ ĨĞĞĚďĂĐŬ͘ /Ŷ ƚŚŝƐ ǁĂLJ͕ ŚĞ ĐĂŶ ŵĂŬĞ ĞdžƉůŝĐŝƚ ƚŚĞ ůŝŶŬ ƚŽ DĂLJĂ͛Ɛ ƉĂƌƚ ŽĨ ƚŚĞ ƐĞƐƐŝŽŶ͕ ĂŶĚ ŝĨ ŚĞ ĐŚŽŽƐĞƐ͕ ŚĞ ĐĂŶ ŵĂƌŬ ƚŚĞƐĞ ĂŶŶŽƚĂƟŽŶƐ ƚŽ ŵĂŬĞ ƚŚĞŵ ǀŝƐŝďůĞ ƚŽ ƚŚĞ ŽƚŚĞƌ ŵĞŵďĞƌƐ ŽĨ ƚŚĞ ŐƌŽƵƉ͘ Ɛ ƚŚĞ ƚƵďĞ ƚƌĂŝŶ ƚƌƵŶĚůĞƐ ŝŶƚŽ ƌŶŽƐ 'ƌŽǀĞ ƐƚĂƟŽŶ͕ ^ĂĞĞĚ ŐůĂŶĐĞƐ ŝĚůLJ ŽƵƚ ŽĨ ƚŚĞ ǁŝŶĚŽǁ Ăƚ ƚŚĞ ďŝůůďŽĂƌĚƐ ŇĂƐŚŝŶŐ ƉĂƐƚ͘ Ɛ ƚŚĞ ƚƌĂŝŶ ƐƚŽƉƐ͕ ŽŶĞ ƉŽƐƚĞƌ ĐĂƚĐŚĞƐ ^ĂĞĞĚ͛Ɛ ĞLJĞ͘ ͞ ůĞǀĞƌ͕͟ ŚĞ ƚŚŝŶŬƐ ͞ƐƵƉƉŽƐĞ ǁĞ ĐŽƵůĚ ƵƐĞ ƚŚĂƚ ŝĚĞĂ ĨŽƌ ĚĂƚĂ ƌĞƉƌĞƐĞŶƚĂƟŽŶ ŝŶ ƚŚĞ ƉƌŽũĞĐƚ͘͟ ,Ğ ƐŶĂƉƐ ƚŚĞ ƉŽƐƚĞƌ ǁŝƚŚ ŚŝƐ ĐĂŵĞƌĂ ƉŚŽŶĞ ĂŶĚ ƉƌŽĐĞĞĚƐ ƚŽ ƐĞŶĚ ŝƚ Žī ƚŽ ƚŚĞ ƌĞƉŽƐŝƚŽƌLJ ĂƐ Ă ƌĞŵŝŶĚĞƌ ƚŽ Śŝŵ ĂŶĚ Ă ĐĂƚĂůLJƐƚ ĨŽƌ ĨƵƌƚŚĞƌ ƚŚŽƵŐŚƚ ĂŶĚ ĚŝƐĐƵƐƐŝŽŶ ĂŵŽŶŐ ƚŚĞ ŐƌŽƵƉ͘
Curriculum Design & Delivery Programme
Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design (ATELIER-D) - Open University Project Blog: http://designthinking.typepad.com/atelierd/ YouTube Video: http://www.youtube.com/watch?v=smf6GK2tKjc
Atelier-D
Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design Future Virtual Atelier To enhance teaching and learning through new technology and establish a new culture of design education.
Atelier Style Starting from the centuries old method of learning that is based on the collaboration between master artist or craftsperson and the student apprentice.
Future Atelier (Other Universities)
One that can benefit the converging interests of distance learning providers and traditional face-to-face universities that currently offer design education.
(Distance Education)
One that is in tune with new and emerging needs of the creative world.
Course Delivery Innovations (CDIs)
Steve Garner Georgy Holden
PDI 2
Evaluation of Compendium, Elluminate & OpenDesignStudio to support teaching.
Using Facebook the mentoring of novice students by advanced students is explored.
PDI 3
The creative use of online design portfolios using OUâ&#x20AC;&#x2122;s OpenDesignStudio.
The Compendium tool was used. Although students found the tool difficult to use the feedback was positive. A simplified tool is currently being developed.
CDI 3: Conferencing to Support Collaborative Group Work Elluminate was the chosen tool and the use of conferencing in tutor led discussion worked well. The ability to personalise and share images was valuable.
CDI 4: Collaborative Design in Second Life Second Life was used to see if it can assist students to share and collaborate design ideas. Time is needed to learn the tool & collaboration needs encouraging.
CDI 5: Peer-to-Peer Assessment in Design Flickr was used to explore peer-to peer assessment in design. The need for a simpler interface did not deter from students engaging in peer assessment & interaction.
CDI 6: Using an Online Design Studio Environment OpenDesignStudio is an online design studio environment that OU is developing. It provides a creative space for students to upload images and comment.
CDI 1: Social Networking of Design Learners.
Jennefer Hart
Emma Dewberry
CDI 2: Mapping of Design Thinking and Practice
Facebook was used to explore how social networking tools enhance learning. It was found that Facebook supports course and artifactcentred discourse in design.
The three PDIs will link into the level 1 course Design Thinking U101, which will represent Open Universityâ&#x20AC;&#x2122;s new model of distance design education.
Peter Lloyd
Nicole Schadewitz
Theo Zamenopoulos
U101 Design Thinking
Giselle Ferreira
The challenge is to demonstrate how to create a virtual atelier that supports distance learning and teaching within the OU.
Year One
Year Two PDI 1
Distance Design Education For many years the Open University has offered blended distance design learning.
(Open University)
Programme Delivery Innovations (PDIs)
One that builds on the proven atelier approach and exploits the new technologies to support students and their learning.
An atelier space is for coming into direct contact with expertise and a home for peer group interaction.
Distance Learning
New Atelier
New Virtual Atelier To develop a new virtual atelier that supports the needs of a diverse student population.
Traditional Atelier
Website: http/design.open.ac.uk/atelier-d.htm
Curriculum Design and Delivery Programme
Developing New Models to Transform the Delivery and Support of Learning for Continuing and Professional Learning (CASCADE) â&#x20AC;&#x201C; University of Oxford
Project Blog: http://cascade.conted.ox.ac.uk/ YouTube Video: http://www.youtube.com/watch?v=iiTCalfkOZY
Curriculum Design & Delivery Programme
Generation 4 (G4) – St George’s University of London Project Blog: http://www.elu.sgul.ac.uk/g4/ YouTube Video: http://www.youtube.com/watch?v=Kj46CmQ_ecU
http://www.elu.sgul.ac.uk/g4 Vp Implementation - Before & After
Background
1. Paper-based case before adaptation 2. Adaptation process using VUE
1
3. Case within Labyrinth
What is the Generation 4 (G4) project?
After a very successful trial 2 St George’s is replacing its conventional paper-based PBL cases in its undergraduate medical curriculum, with interactive branching VPs which at key points in the case offer students the opportunity to take decisions, commit to actions, and explore the consequences of those actions.
4. Decisions presented to students
5. Resources to support the case
Why G4? G1 - ‘traditional’ subject-based teaching in medicine. G2 - System-based teaching e.g. respiratory system, G3 - Scenario or case-based learning e.g. PBL G4 - Interactive case-bases learning with options and consequences.
Interactive PBL session
Project Plan • Review & re-write existing paper based PBL cases. • Deliver 18 interactive virtual patient cases. • Deliver 36 adaptive assessments. • Integrate an array of resources. • Produce a complete set of guidelines. • Rollout these supporting technologies.
Outcome A more adaptive, personalised, competencybased style of learning which more closely matches the role of the practitioner.
Contact: Trupti Bakrania (Project Manager) Tel: 0208 725 5922
Curriculum Design & Delivery Programme
Making Assessment Count â&#x20AC;&#x201C; University of Westminster Project Blog: https://sites.google.com/a/staff.westminster.ac.uk/mac/ YouTube Video: http://www.youtube.com/watch?v=Rq2_dZ0lQkg
e-Reflect (Making Assessment Count) Dr M. Clements, Dr M.J.P. Kerrigan, Dr A. Bond, Ms Y. Nedelcheva & Ms F. Oradini, Prof G. Saunders University of Westminster, London, UK. W1W 6UW. email: G.saunders@westminster.ac.uk
The Story Behind Previous work undertaken within the School of Life Sciences had indicated dissatisfaction from students regarding the extent and level of feedback they receive. In contrast, the view of academic staff is that students receive plenty of feedback but do not use it. The aim of this project is therefore to help students make effective use of the assessment feedback they receive and to help them to identify a strategy to improve their future performance.
Solving the Puzzle
A major component of the project is the e-Reflect process. This process uses the SOS model of feedback whereby students receive Subject, Operational and Strategic feedback for each piece of coursework. Students complete a piece of coursework (1) that is graded and feedback written on the script (2). Following reading the subject feedback, students complete an online reflective questionnaire about their operational performance (3). This generates an automated report which is emailed to the students providing them with operational feedback and suggestions for future work (4). To complete the process students are required to complete an online reflective learning journal which is shared with, and commented on, by their personal tutor (5 & 6).
Although the e-Reflect process is at the heart of the project, we recognise that the heart cannot be complete without knowing more about all the stakeholders involved. Central to this is to understand why staff feel that students only read their marks and pay little or no attention to the feedback they receive. Similarly we need to find out how students use their feedback in relation to developing a coherent learning and improvement strategy.
Comments
BLOGS
Questionnaire
Stakeholder
Electronic Feedback
Operational Feedback
Evaluation
Change
VLE
Automated Report
Student Centred
Personalised Learning
Understanding Studentâ&#x20AC;&#x2122;s Needs
Written Feedback
The Heart of the Project
Curriculum Design & Delivery Programme
Technology-supported processes for agile & responsive curricula (T-SPARC) â&#x20AC;&#x201C; Birmingham City University Project Blog: http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/curriculumdesign /tsparc.aspx YouTube Video: http://www.youtube.com/watch?v=bvFAKcb8Ask
Curriculum Design & Delivery Programme
Coeducate Project â&#x20AC;&#x201C; University of Bolton Project Blog: http://coeducate.bolton.ac.uk/ YouTube Video: http://www.youtube.com/watch?v=Woq09e9lElM
Organisational control
Professional identity
Professional associations
Existing models of delivery: - campus based - face-2-face - content driven - institutionally determined - teacher as authority - one-size-fits-all content curriculum
Organisational culture
Prescribed unit of learning Some key findings: The idea that curriculum can grow out of the workplace context is diametrically opposed to current UoB practices or dispositions Focus required is on building of staff capacity to take forward new approaches Significant divergence exists between the priorities of senior management and lecturing staff
Work-focussed learning: - inquiry-based - facilitative - problem solving - adaptive - organisational improvement - teacher as consultant - learning individually & frequently re-negotiated to meet needs of student and employer
Personal values and beliefs
? Project idea! The starting point for curriculum development and design for work-based courses must be the needs of the learner and their organisation. As a part of its overall portfolio, the university intends that its academic practitioners will become more adept at delivering professional higher education in partnership and in negotiation with employers and learners.
http://coeducate.bolton.ac.uk/
Some research questions: 1. Should there be a major effort to streamline validation processes to allow a more rapid turnover of modules and programmes? 2. How effective will this be in enabling the creation of more workbased programmes? 3. To what extent can work-based courses be constructed from a portfolio of re-usable content-based modules? 4. Should increased effort be made to develop more flexible process-based frameworks for wider application? 5. Can these frameworks be relevant for the traditional university intake? 6. What would this mean for how curriculum delivery is organised? 7. Does the university need to accept that it needs to maintain both approaches, and what does this mean for its organisation? 8. Should effort be made to develop an online resource for course authors and build the community of those interested in teaching, learning and curriculum development across the university? 9. What will the relationship of these new groups of learners be to the UoB, for example, are they students, customers or workers? 10. What will the relationship be of employers with UoB? 11. How might the role of the HE teacher need to change, for example, are they coaches, mentors or consultants?
Curriculum Design & Delivery Programme
Course Tools â&#x20AC;&#x201C; University of Cambridge Project Blog: http://coursetools.caret.cam.ac.uk/project-blog YouTube Video: http://www.youtube.com/watch?v=hNubROkST8E
Later that day, in the bar...
Cambridge University, October 2015
course
So what course are you studying?
tools
My first day at Cambridge will it be okay?
It’s really cool, a totally new field, it didn’t even exist 10 years ago, I’m so excited...
zz z zz
zz z zz zzz
zzz
... I’m so excited to be here!
... this is the only place you can study it. The researchers here are leaders in their field, the best in the world...
... I could get a great job when I leave - or maybe I’ll become a researcher here myself! That would be amazing...
Would you like another drink?
COURSETOOLS will make it easier and smoother to create cutting-edge courses, blending world leading research with pedagogical strategy
At the course organiser’s office, the next day
Sure! You can check on the course VLE site ... on the course booklet ...
Can I check the teaching hours and assessment criteria for the literature review, please?
... or on our course website ... or the central repository of programme specifications...
... but wherever you look, I guarantee it’s all the same!
Our hero heads back to college
COURSETOOLS stores information about courses which can be re-used in different formats across the University and beyond
I’d better pick up my timetable for the week - and fit in time for research & writing essays.
I hope so! It’s all very well organised!
It means I can spend more time teaching you, and doing my research. See you in the first seminar!
A punt on the river Cam ... and pick up my lecture handouts at the same time so I can look them over in advance.
Great! No clashes in my timetable, and plenty of time to get to each lecture. And my supervisor’s already put my first supervision in my timetable! University life is EASY!
Lets check online ... search for ‘jazz’ ...
This looks great I’ll subscribe to it straight away! I’d better bookmark the map, too.
COURSETOOLS supports flexible timetabling, to meet the needs of new courses and an expanding campus
WOW! Student life is GREAT!
I hear there are some great lectures on over in the Music Faculty. Why don’t we go?
COURSETOOLS allows students and lecturers easily to find and attend lectures across the University
Curriculum Design & Delivery Programme
Programme Approval Lean Electronic Toolset (PALET) â&#x20AC;&#x201C; Cardiff University Project Blog: http://palet.cf.ac.uk/ YouTube Video: http://www.youtube.com/watch?v=6l1IxIIFkzU
The PALET Project Programme Approval Lean Electronic Toolset
The PALET Project is seeking to redesign the procedures and processes that surround the approval of new programmes at Cardiff University, to ensure that new programmes are attractive, innovative, market relevant and continue to be of a high academic standard. Andy Lloyd, PALET Project Manager
Future State Map A series of workshops are planned throughout November 2009, at which stakeholders will design and agree upon ‘The Future State’ of the programme approval process. Below is an example of a ‘Future State’ map, developed following the Lean Review of the programme approval process in 2007.
There is a new suite of technology that Cardiff University is introducing through the Modern Working Environment (MWE) project. We’re trying to utilise this new technology as a way of making a redesigned programme approval process more efficient, flexible and easy for staff to use. Simon Bleasdale, Technical Lead PALET is working closely with Cardiff’s ‘Lean University Project’ – looking at the ways that we can streamline and make more efficient, the processes in a number of areas, including the way in which a new programme is approved.
Georgia Slade, PALET Project Officer
PALET Project Baseline Findings The completion of the baseline evidence report has revealed the following: •! Business Case: Little effort currently goes into the development of a business case which results in many new programmes not recruiting sustainable student numbers; •! Programme Information: Documentation produced to support a new programme is currently onerous and involves the duplication of information. Schools would like programme information to be re-used / re-purposed to support the operation of a programme post-validation; •! Approval Procedure: Frustration from staff with regards to the timings of approval events. A number of schools noting their frustration at being unable to offer places to potential students until the approval process is complete.
Further Information •! Project website: www.palet.cardiff.ac.uk/ •! Project blog: http://blogs.cf.ac.uk/palet/ •! Project email: PALET@cardiff.ac.uk
Curriculum Design Programme.
Curriculum Design & Delivery Programme
Process Re-engineering Design for an Interdisciplinary Curriculum with Technology (PREDICT) â&#x20AC;&#x201C; City University London Project Blog: http://www.city.ac.uk/ldc/resources/jisc.html YouTube Video: http://www.youtube.com/watch?v=OnyWisPIctM
PRedict is a project sponsored by JISC within the Institutional approaches to
• • • • • •
curriculum design programme. The aim is to develop a new curriculum design process that is efficient, flexible, focuses on enhancing educational development and the student experience and, is supported with responsive technology to accommodate our curriculum models. The objectives are to: Engage all stakeholders in the process Develop a curriculum design process drawing upon stakeholder experiences Use technology to support the curriculum design process Develop values and principles for curriculum design around educational development and the student experience Support staff in meeting the undergraduate review recommendations Complete the project with an evaluative and critical approach
Engage, Discuss and Interact with the project
• Provide your views of curriculum design through discussions, case studies and questionnaires • Work with our support whilst designing and/or reviewing your programmes to meet the undergraduate review recommendations and be creative in your activities • Explore how to ensure your programmes are 'fit for purpose' and meet employer and student need as well as providing a clear profile of graduates from City University London • Share lessons learnt and good practice across the institution and beyond • Develop with us the values and principles you use when undertaking curriculum design • Discuss how technology can enhance this process
Calendar, the project has four main phases:
• Discovery and planning 2008/09 – data is collected about the current curriculum design process, stakeholders in the process and information about undergraduate programmes across the University • Process of engaging discussions with curriculum teams 2009/10 – working with programme and modules teams who are designing and redesigning their curricula • Evaluation and revision 2010/11 – examining the data collected and experiences to outline different models used and sharing these experiences • Monitor and review 2011/12 – as the new curriculum design is used continue to evaluate how this is implemented and ensure policies support this
Team for the project includes the following stakeholders:
• • • • •
Students current and alumni University staff, academic and support Senior Management Employers and Professional Bodies Teaching Union Representatives
And Project Management: Professor David Bolton, Deputy Vice Chancellor Education, Project Executive Dr Pam Parker, Associate Director Learning Development Centre, Project Manager Dr Susannah Quinsee, Director of Learning Development Centre, Project Director Susannah Marsden, Head of the Academic Development Unit, Senior Supplier Megan Palmer, Deputy Head of the Academic Development Unit, Senior Supplier Helen Emerson, Academic and Professional Process and Support Director, Senior Supplier John Gallagher, Information Architect, Application Architect Roberta Williams, Associate Dean Learning and Teaching SCHS, Senior User
For more information about the project contact:
Susannah Quinsee, s.quinsee@city.ac.uk Pam Parker, P.M.Parker@city.ac.uk Project Website www.city.ac.uk/ldc
Curriculum Design & Delivery Programme
UG-FLEX â&#x20AC;&#x201C; University of Greenwich Project Blog: http://www.gre.ac.uk/offices/ils/cis/projects/jisc-project YouTube Video: http://www.youtube.com/watch?v=s5bRJHMoMFo
UG-FLEX AIMS TO REVEAL AND ENHANCE CURRICULUM DESIGN AND DEVELOPMENT PROCESSES TO SUPPORT A MORE AGILE AND FLEXIBLE CURRICULUM UNDERPINNED BY INTEGRATED SYSTEMS
Institutional Approaches to Curriculum Design
The University of Greenwich is proud that as Woolwich Polytechnic in the 1930s we pioneered the country’s first part-time day release and sandwich courses. In the years since, we have offered a diverse curriculum covering part time, continuing professional development (CPD), in company and distance programmes as well as short courses. Today, too many of our systems and processes— from inception of the idea for a programme or course through to registration and delivery— are shoe-horned into ways of working and systems that were designed more than 10 years ago, when academic models and the student demographic were very different. We know that this situation is inhibiting the development of new flexible curriculum design and delivery models. UG-Flex is based on the premises that achieving a truly flexible curriculum requires agile, efficient and responsive systems and processes that are straightforward, transparent and widely valued. To achieve this we have been working with a range of stakeholders to identify their requirements.
We found RICH PICTURES (an element of Soft Systems Methodology) a useful way to get stakeholders with different priorities, perspectives and interests to identify areas where they agreed change was needed. Individually or in small groups we asked participants to draw their impression of curriculum design and delivery at the university. In other words, their REAL WORLD.
Further comments
Comments shared at workshops on the REAL WORLD SITUTION included
“The computer says ‘NO’”
“There are people running full pelt into a brick wall”
“There are constraints on the system imposed by the calendar”
“There is an enormous amount of waste paper” Employer engagement must be a key driver in curriculum design”
“They have a wonderful system that is completely blocked off from the rest”
Some groups went on to identify their IDEAL WORLD of curriculum design and delivery
UG-Flex Project Scope UG-Flex aims to reveal & enhance the University of Greenwich’s curriculum development processes in order to support a more agile and diverse curriculum, underpinned by integrated systems.
Engage With
Essential Requirements le Enab
Flexibil ity nee ds to have boudar ies
Systems are not intuitive
Impa externa ct of lly dri policy and da ven ta and quali requir ty emen ts
ed a We ne on decisionpolicy rsity unive med or on na degree generic ? titles How ca en teac sure qu n we hing al and ity of lear ning ?
ter e ca do w speeds How erent can ff for di study & to? of rd affo we
yers Emplo a swift want se respon
Ca contra n staff cts the ne delivery cessar y flexib ility?
COMMON ISSUES AND AREAS OF CONCERN EMERGED FROM OUR STAKEHOLDER CONSULTATION EVENTS
Communications
Training
Info rmal disa netw dv orks who antage thos do who n’t know e to as k
Knowled ge must be share d
Courses finish start and erent diff at many the year. times in
Speed of Study
ce
choi
Synerg y wi and ex th new ist institut ing ion initiativ al es
Some student s have a poo r experience when they app ly/regis ter to study
The primary driver is the University’s strategic aim to sustainably increase efficient & effective flexible & part-time learning provision in a changing market place.
The Six Areas of Investigation
Self Service Interface
Non-Standard Start and Finish Dates
University Policy on Named or Generic Degree Titles
Library of Academic Models
Course Level Admissions
Implementation of University Information Strategy
Validation/Review System External Funding Policy
Resourcing
Awareness Of
VLE Review
THESE CONCERNS AND ISSUES HAVE BEEN ORGANISED INTO SIX THEMES OR “AREAS OF INVESTIGATION”
‘Eagle’ Integrated Programme information
For further information UG-Flex Project Manager: Claire Eustance c.eustance@greenwich.ac.uk r 020 8331 8918
‘Gator’ Marketing CRM system
WE ARE CURRENTLY SHARING THIS OUTLINE OF THE PROJECT’S SCOPE WITH OUR STAKEHOLDERS AND SEEKING FEEDBACK
Website: http://www.gre.ac.uk/offices/ils/cis/ projects/jisc-project Project Blog: http://www.ugflex.blogspot.com/
Curriculum Design & Delivery Programme
Personalised Curriculum Creation through Coaching (PC3) â&#x20AC;&#x201C; Leeds Metropolitan University Project Blog: http://pc3project.wordpress.com/ YouTube Video: http://www.youtube.com/watch?v=UADgqkvIiCw
Personalised C Curriculum C Creation through C g Coaaching (P g (PC3 C3)) Project Aims To develop a framework that places co oaching at the heart of personalised curriculum design. Learners will be ablle to select provision suitable to their needs, construct an award, access reso , , ources and learning support, and g pp , negotiate assessment, with structured d support from a personal coach.
PC3 Framework The framework aims to provide a wide range of a wide range of communication points between students, tutors and coaches; access to resources including learning materials and module specifications; reflection and selfͲassessment tools enabling personal development.
Personalised LLearning through C Coaching (P PLC) To provide entry into the personalised curriculum process a module is being developed to a module is being developed to provide students with the skills necessary for selfͲdirected learning. This module also enables entry into University systems and introduction to University processes.
Project Team: Janet Finlay, John Gray, Margaret Christian, Tam Mason, Dawn Wood Project Blog: http:///www.pc3.org.uk/
Curriculum Design & Delivery Programme
Supporting Responsive Curricula (SRC) â&#x20AC;&#x201C; Manchester Metropolitan University Project Blog: http://www.celt.mmu.ac.uk/src/ YouTube Video: http://www.youtube.com/watch?v=bXPUDGlcQzw
Supporting Responsive Curricula (SRC) The Supporting Responsive Curricula (SRC) Project will pilot agile, demand-led curriculum design processes that promote flexible delivery and enhance learner employability. The project will:
break new ground in curriculum interoperability, piloting the “tagging” of curriculum with competences valued by employers and professional bodies to assist learners in demonstrating abilities for a professional audience.
promote dialogue with key bodies in the North West’s growth sectors - legal, financial services, physiotherapy and creative digital - to ensure that meaningful “skill tags” are used.
provide novel use-cases for the development of the HR-XML standard by representing competence frameworks, tagging courses with intended competences and using the same competences to structure Curriculum Vitae information.
bring institutional and sector benefits to practitioners and senior managers through a heightened state of awareness about curriculum design processes, useful intervention points and appropriate measures of responsiveness to learner, employer and academic integrity agendas.
SRC links together a portfolio of projects which are designed to fulfill MMU’s vision of a ‘University for World-Class Professionals’ LEARNING TECHNOLOGY REVIEW
OPEN PROFESSIONAL PROGRAMMES
EMBEDDING EMPLOYABILITY
PARM REVIEW
ACADEMIC DATABASE
SRC LEARNING TEACHING & ASSESSMENT FRAMEWORK
SECTOR ENGAGEMENT
TIMETABLING
STUDENT VOICE/ EXPERIENCE SURVEY
THRESHOLDS
Curriculum Design & Delivery Programme
Open University Learning Design Initiative (OULDIJISC) â&#x20AC;&#x201C; The Open University Project Blog: http://ouldi.open.ac.uk/ YouTube Video: http://www.youtube.com/watch?v=cjj8cRGRjJw
http://ouldi.open.ac.uk
Open University Learning Design Initiative - JISC Project
Aim The overall aim of the project is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practitioner research. We are interested in providing support for the entire design process: from gathering initial ideas, through to consolidating, producing and using designs, to sharing, reuse and community engagement. These are complex and challenging processes that involve a range of stakeholders with different interests; issues and representations are different depending on whether design occurs at the level of individual activity, course or curriculum. Our vision is of a learning design methodology, and suite of practical tools and resources, that bridge good pedagogic practice and effective use of new technologies.
Objectives 1.To work with units in the OU and to explore the transferability of elements of our approach by working with four other UK universities (inc. University of Reading, London South Bank University, Brunel University) and two pan-communities, capturing barriers and enablers by appropriate data recording mechanisms 2.To review the existing curriculum design processes at the OU in the first year of the project including describing and modelling the curriculum design process 3.To work with stakeholders at the OU to identify key moments in which enhancement or change in curriculum design process could lead to improved quality of design, and to work with partner institutions to undertake a similar process 4.To pilot learning design methodologies, tools and techniques in at least eight trials and to document and evaluate this experience 5.To engage with, build or enhance a range of communities and develop their capacity for self-sustainability particularly focusing on organised events, key topic or subject areas, existing operational units and conferences or special interest groups
Key components of the project will align with the four facets of our learning design methodology. These are:
6.To increase, monitor and evaluate exchanges of learning and teaching ideas and experiences in appropriate communities
路 Understanding design (gathering empirical evidence about design)
7.To undertake enhancements to the website(s) being used to support the community building and activities planned (e.g. Cloudworks)
路 Visualising design (means of articulating and representing)
8.To undertake enhancements to the visualisation software used to support the pilot and design mapping tasks (e.g. CompendiumLD)
路 Guiding design (scaffolds and support) and
9.To continue to broaden in scope, content and definition the OU learning design methodology
路 Sharing design (to inspire and encourage uptake and reuse)
Outputs
Benefits
Challenges
A record and evaluation of our approaches to implementing institutional change through adopting a LD approach
New opportunities and methods for the exchange of teaching and learning ideas and experiences
How do we better respond to the gap between the formalised design processes and the often informal process of design?
A clearer understanding of using learning design successfully in curriculum innovation, strategies and approaches to embedding LD as an approach across a range of contexts and models
Exploration of the opportunities social networking offers to the building and enhancing of communities
How do designs get shared? What roles do technology and practitioners have in this communication process?
Better understanding of the design process at an institutional level and the interventions that can support change
How can we effect change in practice, culture and process - especially in the light of constraints on time and resource?
Tools to support more effective visualisation and concept mappings of curriculum designs to promote better shared understandings, reflection, innovation and creativity
What does a successful online teaching and learning community look like? What characteristics does it have and how can we measure these?
A range of new or enhanced guidance for those undertaking the design of learning
How do our two key tools - CompendiumLD and Cloudworks - fit with other tools currently available?
A self-sustaining learning design community providing a forum for exchange of ideas and designs, along with guidelines for success factors identified to make such a community work A set of resources and guidance on different aspects of learning design and outlines for associated design activities and tailored workshops A sustainable and evolving, user-generated site (Cloudworks) for collaborative learning designs with a critical mass of learning designs, as well as tools and resources for design Evidence of use of a software application designed to support learning design and visualisation
Enhanced institutional processes that support pedagogy and innovation
Curriculum Design & Delivery Programme
Enable â&#x20AC;&#x201C; Staffordshire University Project Blog: http://www.staffs.ac.uk/projects/enable/ YouTube Video: http://www.youtube.com/watch?v=1Z74YqtQ3L4
Curriculum Design & Delivery Programme
Principles in Patterns (PiP) â&#x20AC;&#x201C; University of Strathclyde Project Blog: http://www.principlesinpatterns.ac.uk/ YouTube Video: http://www.youtube.com/watch?v=5d9A0Qrpidw
Principles in Patterns [PiP] Improving Curriculum Design at the University of Strathclyde Good curriculum designs ...
But ...
lead to effective learning consider tasks, modules and programmes… …and how these fit together to provide a coherent educational experience
design at different levels is not always coͲ ordinated there is little support for design activities institutional educational strategy does not always inform curriculum design approval processes do not always ask the right questions about learning
How can PiP help? Strategy
Use educational principles to inform designs
Align approval processes with good educational practice
Outputs
Reusable support materials for academic staff
Impacts
Academics
Support to create more effective and coherent academic programmes
Students
Better understanding of curriculum designs
The University
More effective management of curriculum design and approval
Wider JISC community
Reusable curriculum design and support materials
Examples of good designs
Redesigned curriculum approval process
Project website: http://www.principlesinpatterns.ac.uk Project Directors: David Nicol, Diane McDonald Project Manager: Catherine Owen Technical Manager: Jim Everett; Analyst: Donna Cullen; Developer: Dariusz Jabrzyk
Curriculum Design & Delivery Programme
Viewpoints â&#x20AC;&#x201C; University of Ulster Project Blog: http://viewpointsproject.blogspot.com/ YouTube Video: http://www.youtube.com/watch?v=Ux0Bv7fRrQI