Course Level Revalidation workshop, School of Computing and Mathematics, 20/06/11
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Course Level Revalidation workshop, School of Computing and Mathematics, 20/06/11






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  • Use this slide in the afternoon to demonstrate what value Viewpoints is having – according to participants (across 7 data sets)
  • Share outputs and feedback
  • Share outputs and feedback

Course Level Revalidation workshop, School of Computing and Mathematics, 20/06/11 Course Level Revalidation workshop, School of Computing and Mathematics, 20/06/11 Presentation Transcript

  • Viewpoints workshop: School of Computing and Mathematics 
    Facilitators: Catherine O’Donnell and Dr Vilinda Ross
    With contributions from: Dr Alan Masson, Karen Virapen and Jill Harrison.
    20th June 2011
  • Session Outline
    • An Introduction to Viewpoints. View slide
    • Viewpoints workshop tasks. View slide
    • Brief sharing of plans.
  • An Introduction to Viewpoints
    • Viewpoints is a JISC funded curriculum design project.
    • It has a remit to create a series of reflective tools to promote & enhance effective curriculum design.
    • The tools use a learner timeline with established principles to help staff consider areas such as:
    • assessment and feedback,
    • information skills,
    • learner engagement and
    • creativity and innovation
    while considering the learner perspective.
    A short video introduction on YouTube:
  • Viewpoints Introduction
    • 3 part framework
    • Workshop purpose
    • Benefits for
    • Curriculum Development
    • Course teams
    • Students
    • 4 themes, 2 views
  • Assessment and Feedback Principles
    REAP (
    Clarify good performance.
    Encourage time and effort on task.
    Deliver high quality feedback.
    Provide opportunities to act on feedback.
    Encourage interaction and dialogue.
    Develop self-assessment and reflection.
    Give assessment choice.
    Encourage positive motivational beliefs.
    Inform and shape your teaching.
    *Implementation ideas for each principle on back of cards.
  • Learner Engagement Principles
    The principles of learner engagement are based upon the  8 Learning Events Model developed by LabSET, University of Liège, Belgium. 
    *Implementation ideas for each principle
    on back of cards.
  • Information Skills Principles
    SCONUL 7 Pillars (
    Define the task and understand the topic.
    Identify appropriate resources.
    Search effectively.
    Find and extract information.
    Compare and analyse information.
    Organise and share information ethically.
    Interpret information and create new content.
    *Implementation ideas for each principle on back of cards.
  • Creativity and Innovation Principles
    CHEP creativity working group (
    Collaborative learning.
    ‘Open-box’ modules.
    ‘Real-life’ learning situations.
    Novel approaches to learning.
    Assessment that focuses on process.
    Use of debates.
    Beyond the discipline.
    Enquiry-based learning.
    *Implementation ideas for each principle on back of card have still to be added.
  • CourseLevel Perspective
    Supports those who wish to look at Course View.
  • Some Course Level Worksheet Examples
  • ModuleLevel Perspective
    Supports those who wish to look at Module View.
  • A Module Level Worksheet Example
  • Users/teams define the outputs
    These can be orderly or messy – it’s up to the team.
  • Workshop Tasks
    • An opportunity for you to use some of the Viewpoints resources.
  • Task 1:Agree your objective (5 minutes)
    • Consider your ‘objective’ and record details in space on the worksheet.
    • E.g. Retention, Graduate Qualities, Employability, Entrepreneurship, Study Skills, Assessment and Feedback, Currency of the Curriculum, Year 1 Transition.
    • Decide/agree which theme you would prefer to use as you consider this objective.
    • Choose 1: learner engagement, assessment and feedback, information skills or creativity and innovation.
    • You might find it useful to make notes on the worksheet using markers or post-its as you go along.
  • Task 2 – Select principles (5 minutes)
    Spend about 5 minutes exploring the principles provided (front of cards) and choose any that may help address your objective.
  • Task 3 – Map principles to student learning timeline (10 minutes)
    • Place the cards on the student timeline, where you think relevant, considering your objective(s) and the student perspective.Note: you can place the same cards in more than one place on the timeline.
  • Task 4 – Select implementation ideas (20 minutes)
    Turn over the most important card(s) and select ideas that could help your group achieve your objective.
    Discuss how your ideas could be used in practice.
    Make notes using post-its or markers on the worksheet.
    Note any overall action points and reflections.
  • Task 5 –Decide what you would like to share
    • One or two members from each group will be asked shortly to briefly feed back progress and key features of your group output.
    • Spend a few minutes now deciding what your group would like to share. Each group will have a minute or two to share.
  • Before we discuss/share some of our findings we would appreciate it if you could spend a few minutes completing a short evaluation questionnaire.
  • Task 6 – Share your plans
    • One or two members from each group should briefly feed back progress and key features of your group work.
  • Some benefits we have observed from workshops to date
  • The Viewpoints Workshop Environment
    • Informal room layout sets tone for activity;
    • Flat surface – people cluster around worksheet;
    • Tactile resources – encourage experimentation / enquiry;
    • Open and flexible format – facilitates “ownership”;
    • Customisable resources and “user interface” – promotes creativity;
    • Storyboard structure – focus on low risk conversations.
  • User outputs (valued by teams)
    • Form basis of an Assessment & Feedback (or other theme) strategy.
    • Provide reference for future course team discussions (planning resource).
    • Key information currently transcribed into table (Word or other format).
    • Note: online tool to be developed to capture structured outputs.
  • Building effective teams
    • This can be done in a shorter period of time through:
    • Informal environment.
    • Establishing shared meanings and priorities.
    • Facilitating discussions and the sharing of ideas.
    • Consensus building.
    • Collaborative development of the workshop output.
  • Shared meanings and priorities
  • Interactive and engaging
  • Facilitated discussions
  • Informative and supporting
  • Conclusions
    • By now you should:
    • Be aware of the Viewpoints project.
    • Have seen some resources and also examples of staff using Viewpoints resources and prompts.
    • Have had an opportunity to use some of the resources while considering your objectives.
  • Any Questions?
  • Further information
    Viewpoints project blog:
    Dr Alan Masson, Project Director -
    Catherine O’Donnell, Academic E-Learning Consultant -
    Karen Virapen, Instructional Technologist -
    Jill Harrison, Instructional Technologist -
    Dr Vilinda Ross, Research Fellow -