Viewpoints – in your own institution? Things to consider in adopting / embedding Viewpoints approaches and resources in your own institution
Overview of afternoon session Quick recap / overview of Viewpoints project Activity – using principles to realised educationally led institutional “alignments” Overview of Viewpoints Workshop process Guide for Viewpoints facilitators Activity – approaches to adopting / embedding Viewpoints into your own institution Wrap up and questions
Viewpoints Overview The Viewpoints “approach” uses a card sorting metaphor with the resources providing semi structured prompts and suggestions with a learner centred timeline The tools use a learner timeline with established principles to help staff consider key interactions of the learning process (i.e. essence)
“Providing a simple yet comprehensive approach to the priorities of curriculum planning” “Actively – we created a supportive ‘spine’ which allowed us to challenge the students in a supportive environment” As a result of attending this workshop I intend to… “Think more creatively and innovatively”
Flexible Format Social Informal Flexible Creative Collaborative “Fun” Formal Educational focus Problem solving Reflection Debate Experimentation
Capturing “essence” of workshops Important to promote awareness and uptake Pictures* Videos* User stories (audio / video) Sample outputs *: with permission (see p20 of handbook)
Interactional principles Reviewing progress and understanding (Assessment and Feedback) Discovery, consumption and creation of information (Information Skills) Who do they interact with, why and to what “benefit” (Learner Engagement) Framework can be extended to other sets of principles
Use of principles to facilitate educational alignment with other “initiatives” Activity - educational alignment of an institutional initiative (learning technologies) using the Assessment and Feedback principles.
Activity Feedback Questions
Review of Viewpoints Workshop
Value of the Viewpoints’ Process “Getting the team together to plan” “Comprehensive coverage of principles” “It is clear, thought provoking and engaging” “Flexibility and simplicity” “To start with a ‘blank sheet’ and to be more innovative in approach” It brought out different voices and ways of thinking” “It made the team look at the course from a different aspect” “Helps to keep the student perspective at the forefront of each decision made” (Radiographers, School of Health Sciences ….on a late Friday afternoon)
In less than two hours………
Inform – Inspire - Plan
Benefits of Viewpoints approach Outputs - valued by course teams But also Feedback – workshop process delivered a number of key benefits for course leaders / subject co-ordinators (social dimension) This social dimension – transformational
Learner Perspective “The workshop appears to put the ‘experience of the learner’ at the forefront of discussion which inherently drives the workshop along that perspective – a good trick when working with a room full of jaded and cynical lecturers who all too often think that, in the first instance, there is ‘always something wrong’ with the students”
Using the Viewpoints Resources effectively - creating an environment for change Full details in the provided handbook
Phases of the Viewpoints approach Workshop preparation Workshop environment Workshop facilitation Workshop outputs Stakeholder engagement (close the cycle)
Overview of the Viewpoints handbook Chapter 1 – Viewpoints introduction Chapter 2 – Using the Viewpoints handbook Chapter 3 – Holding a workshop Chapter 4 – Themes for your workshop Chapter 5 – Follow-up to your workshop Chapter 6 – Acknowledgments Appendices Download pack – http://viewpoints.ulster.ac.uk/resources
3 part framework
4 themes, 2 views
Using the Viewpoints handbook
Whois it aimed at?
Anyone involved in educational course design
What resources are included?
Links to printable cards, crib sheets, presentation templates etc.
All resources are free and reusable.
What do you want to do flowchart
Outlines the main steps in the process and helps you decide which part of the handbook to focus on.
Pre-workshop preparation With Group lead: Identify likely challenges / opportunities for the group Agree level, theme, no. of participants and no. of groups etc Identify a workshop duration and some realistic aims Housekeeping: Book a room appropriate for the environment and layout you want Check tables are appropriate and arrange the room Prepare resources: make sure you have all the resources you need to meet your workshop plans Allow time for setup and take down of the workshop resources Book any “refreshments” for the session
Key tasks within workshops(module and course level) Consider key challenges and agree an objective/theme for the session Explore principles provided for the chosen theme and choose those that may help address the objective Map principles to timeline and prioritise theme Select possible implementation ideas that could support priority principles Review and annotate worksheet with a plan Agree any action points and final reflections Share plans
Some key elements to consider Context (formal or informal) Level (Course or Module) Duration (balance commitment with opportunity) Room Layout (informal – flat v vertical surfaces) Group size (smaller – less discussion, larger – allow more time for debate) Flexible resources (Provide additional resources such as pens and post-its)
Some hints and tips Ensure groups agree a well defined “challenge” Encourage creative use of resources Emphasise no right or wrong anwsers Don’t be a hostage to the agenda (be flexible) – Allow groups to work ahead of schedule Trust the Viewpoints structure and resources The storyboard structure encourages low risk conversations to develop naturally Resources prompt reflection and discussion allowing groups to experiment and find their own “oversights”
The resources help the facilitator “Easy tool – visually descriptive, illustrative” “…Resources excellent prompts” “Suggestion cards act as a good prompt” “Cards aided formulation of ideas” “Accessible and easy to use. Comprehensive and guiding.”
Workshop outputs Act as record of workshop discussions and agreed plan Diagrammatic strategy overview (why, what, when and how) for curriculum processes Diagrammatic representation of learner experience Conversation piece for further development / review
Typical course level workshop outputs
Alternative output formats Simple Word Table Annotated Image File N.B. Online tool in development in conjunction with Cambridge CourseTools project
Institutional embedding and engaging with key stakeholders
Institutional embedding exercise Menu du Jour activity Starter (process alignment) Main Course (stakeholders to target) Dessert (change agents / facilitators) Discuss in groups of 3 (or 4) the menu options provided. Your order will be taken in around 15 minutes time
Questions / Discussion
Further information Viewpoints project blog: http://viewpoints.ulster.ac.uk Dr Alan Masson, Project Director - firstname.lastname@example.org Catherine O’Donnell, Academic E-Learning Consultant - email@example.com Karen Virapen, Instructional Technologist - firstname.lastname@example.org Jill Harrison, Instructional Technologist - email@example.com Dr Vilinda Ross, Research Fellow - firstname.lastname@example.org