Viewpoints: Encouraging creativity and reflection in the curriculum Workshop Presenters: Dr Alan Masson and Catherine O’Do...
Session Outline <ul><li>Welcome and Introduction  (5 minutes) </li></ul><ul><li>Group work tasks  (45 minutes) </li></ul><...
Viewpoints Overview <ul><li>Viewpoints has a remit to create a series of user-friendly reflective tools (in workshop and o...
Today’s Workshop  <ul><li>Aims to give you an opportunity to use  one strand of the Viewpoints tool briefly while consider...
Group work tasks <ul><ul><li>Please take a moment to organise into groups. </li></ul></ul><ul><li>Each group has:  </li></...
Group work tasks <ul><ul><li>Group 1: Assessment and Feedback, Module Level. </li></ul></ul><ul><ul><li>Group 2: Assessmen...
Task 1 (3 minutes) <ul><li>Consider the group scenario you have been given.  </li></ul><ul><li>R ecord brief details in th...
Task 2 – Select principles (3 minutes) <ul><li>Firstly  only  look at the front of the cards.  There are 4 sets. </li></ul...
Task 3 –  Map principles to  student learning timeline (4 minutes) <ul><li>Place the cards on the timeline, where the grou...
Task 4 – Select Implementation ideas (10 minutes) <ul><li>Turn over the most important card(s) and select any ideas that m...
Task 5 - Tailoring a solution (5 minutes) <ul><li>Discuss how your ideas could be used in practice.  </li></ul><ul><li>Mak...
Task 6 - Share outputs and feedback (10 minutes max) <ul><li>One or two members from each group briefly feed back your key...
Some examples of workshop outputs, photos, findings and next steps.
Captured Process <ul><li>Workshop sessions </li></ul>Reward & Recognition residential
A&F Example  Scenario:  Improve dissertation standards, module level Why:  To bridge gap between module-based assignments ...
A&F Example Scenario:  Improve feedback methods, module level Why:  Students fail to engage with written assessment feedba...
A&F Example Scenario:  Effective use of an ePortfolio, module level Why:  Course up for revalidation – artefacts could be ...
A&F Example Scenario:  ‘Reflect on Me’ Why:  To allow students to develop skills and share these across modules.
A&F Example  Scenario:  Improve student engagement Why:  Course up for revalidation – going to be using a blended approach...
A&F Example  Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning...
Information skills outputs The library team looking at SCONUL Pillar 6 (Use and Share Information).
Course  Level Course View workshop Images
Some Quotes  <ul><ul><li>“ Thought provoking.” </li></ul></ul><ul><ul><li>“ Good to see the plan in front of you.” </li></...
Next steps <ul><li>Refine the workshop format based on feedback. </li></ul><ul><li>Develop the online version of the tools...
Any Questions? Anything you wish to ask us?
Further information <ul><li>Project blog:  http://viewpoints.ulster.ac.uk </li></ul><ul><li>CIES R&R Programme:  http://ww...
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Encouraging creativity and reflection in the curriculum

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This workshop, which was delivered at ALT-C 2010 in Nottingham, aims to stimulate constructive dialogue around curriculum planning, allow collaboration and creativity, and help participants plan a student-centred curriculum design model.

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  • Welcome and Introduction (5 minutes) Group work task 1: Consider given strand, scenario and record objective(s) (5 minutes) Group work task 2: Select principles (5 minutes) Group work task 3: Map principles to student learning timeline (5 minutes) Group work task 4: Select implementation ideas (15 minutes) Group work task 5: Tailor a solution (5 minutes) Group work task 6: Share outputs and feedback: (15 minutes) Compare and share outputs (15 minutes) Conclusion and questions (5 minutes)
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  • Transcript of "Encouraging creativity and reflection in the curriculum"

    1. 1. Viewpoints: Encouraging creativity and reflection in the curriculum Workshop Presenters: Dr Alan Masson and Catherine O’Donnell , University of Ulster Contributors: Dr Alan Masson, Catherine O’Donnell, Karen Virapen, Fiona Doherty and Jill Harrison. ALT Conference, 8th September 2010.
    2. 2. Session Outline <ul><li>Welcome and Introduction (5 minutes) </li></ul><ul><li>Group work tasks (45 minutes) </li></ul><ul><li>Some examples of workshop outputs, photos, findings and next steps ( 5 minutes) </li></ul><ul><li>Conclusions and questions (5 minutes) </li></ul>
    3. 3. Viewpoints Overview <ul><li>Viewpoints has a remit to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance effective curriculum design. </li></ul><ul><li>Short video introduction - http://www.youtube.com/watch?v=rV_DE_0fPJ0 </li></ul><ul><li>The tools will help staff consider areas such as: </li></ul><ul><ul><ul><li>assessment and feedback, </li></ul></ul></ul><ul><ul><ul><li>information skills, </li></ul></ul></ul><ul><ul><ul><li>student interactions and </li></ul></ul></ul><ul><ul><ul><li>creativity and innovation </li></ul></ul></ul><ul><ul><li>while considering the learner perspective. </li></ul></ul>
    4. 4. Today’s Workshop <ul><li>Aims to give you an opportunity to use one strand of the Viewpoints tool briefly while considering a ‘given’ scenario. </li></ul><ul><li>Uses large laminated worksheets (with a student timeline) and best practice cards as prompts to assist conversation, debate, creative thinking and problem solving. </li></ul><ul><li>You will work together in groups to plan how to address your given scenario and agreed objective(s). </li></ul><ul><li>You will produce visual output which you will be asked to share with the other groups. </li></ul>
    5. 5. Group work tasks <ul><ul><li>Please take a moment to organise into groups. </li></ul></ul><ul><li>Each group has: </li></ul><ul><ul><li>A module level scenario to consider. </li></ul></ul><ul><ul><li>Resources you can use - a worksheet, prompts, post-its and markers etc. </li></ul></ul><ul><ul><li>6 time limited set tasks to complete. </li></ul></ul><ul><ul><li>The opportunity to feed back some ideas and share output experiences briefly at the end. *** If you don’t like the scenario at your table, just move to a different group. </li></ul></ul>
    6. 6. Group work tasks <ul><ul><li>Group 1: Assessment and Feedback, Module Level. </li></ul></ul><ul><ul><li>Group 2: Assessment and Feedback, Module Level. </li></ul></ul><ul><ul><li>Group 3: Information Skills, Postgraduate Module Level. </li></ul></ul><ul><ul><li>Group 4: Information Skills, Module Level. </li></ul></ul><ul><ul><li>Group 5: Creativity and Innovation, Module level. </li></ul></ul><ul><li>*** Remember you can move if you would like a different scenario </li></ul>
    7. 7. Task 1 (3 minutes) <ul><li>Consider the group scenario you have been given. </li></ul><ul><li>R ecord brief details in the ‘objective’ box at the top of the laminate worksheet. </li></ul><ul><li>Towards the end of this workshop a volunteer from each group will be requested to briefly share key group outputs and/or reflections (there will only be about 1 minute to do this). He/she might find it useful to note key outputs in the space provided on the scenario sheet provided. </li></ul>
    8. 8. Task 2 – Select principles (3 minutes) <ul><li>Firstly only look at the front of the cards. There are 4 sets. </li></ul><ul><li>Choose any cards that might help you address your group’s objective(s). </li></ul>
    9. 9. Task 3 – Map principles to student learning timeline (4 minutes) <ul><li>Place the cards on the timeline, where the group thinks relevant, considering the student perspective . Note: you can place them in more than one place on the timeline . </li></ul>
    10. 10. Task 4 – Select Implementation ideas (10 minutes) <ul><li>Turn over the most important card(s) and select any ideas that might help your group address your scenario. </li></ul><ul><ul><li>(Note: you could indicate what you do already or aspire to do using different coloured markers and providing a key.) </li></ul></ul><ul><li>Rank the most important card(s) using the ‘rating’ box or rate individual ideas in order of priority. </li></ul>
    11. 11. Task 5 - Tailoring a solution (5 minutes) <ul><li>Discuss how your ideas could be used in practice. </li></ul><ul><li>Make notes using post-its or markers in the ‘your plan’ area. </li></ul><ul><li>Note any overall action points and reflections. </li></ul><ul><li>One member from each group is asked to briefly share key group outputs and reflections (1 min each). </li></ul>
    12. 12. Task 6 - Share outputs and feedback (10 minutes max) <ul><li>One or two members from each group briefly feed back your key findings / experiences of using the strand to consider your group scenario. </li></ul><ul><li>(Each group has approx 1 min each) </li></ul><ul><li>We would like to invite further discussions beyond the conference via our Viewpoints online network at: http://bit.ly/jiscviewpoints sign up required). </li></ul>
    13. 13. Some examples of workshop outputs, photos, findings and next steps.
    14. 14. Captured Process <ul><li>Workshop sessions </li></ul>Reward & Recognition residential
    15. 15. A&F Example Scenario: Improve dissertation standards, module level Why: To bridge gap between module-based assignments and independent research.
    16. 16. A&F Example Scenario: Improve feedback methods, module level Why: Students fail to engage with written assessment feedback.
    17. 17. A&F Example Scenario: Effective use of an ePortfolio, module level Why: Course up for revalidation – artefacts could be useful beyond the module.
    18. 18. A&F Example Scenario: ‘Reflect on Me’ Why: To allow students to develop skills and share these across modules.
    19. 19. A&F Example Scenario: Improve student engagement Why: Course up for revalidation – going to be using a blended approach (combination of block face-to-face teaching and online learning).
    20. 20. A&F Example Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning’ session with their lecturer.
    21. 21. Information skills outputs The library team looking at SCONUL Pillar 6 (Use and Share Information).
    22. 22. Course Level Course View workshop Images
    23. 23. Some Quotes <ul><ul><li>“ Thought provoking.” </li></ul></ul><ul><ul><li>“ Good to see the plan in front of you.” </li></ul></ul><ul><ul><li>“ Short sessions exploring ideas - very useful. ” </li></ul></ul><ul><ul><li>“ Enjoyed it – not too time-consuming and time used very well. ” </li></ul></ul><ul><ul><li>“ Good material supplied to encourage wider consideration.” &quot;Got the team to brainstorm about the way forward in relation to creativity.” </li></ul></ul><ul><ul><li>“ Better face to face interaction with course team.” </li></ul></ul><ul><ul><li>“ Look at the holistic approach.” “Group participation/engagement on ideas” </li></ul></ul><ul><ul><li>“ Being given the time to reflect.” </li></ul></ul><ul><ul><li>“ Useful prompts and discussion.” </li></ul></ul><ul><ul><li>From library http://www.youtube.com/watch?v=KuX6b4L_AoA&feature=channel </li></ul></ul>
    24. 24. Next steps <ul><li>Refine the workshop format based on feedback. </li></ul><ul><li>Develop the online version of the tools. </li></ul><ul><li>Promote and disseminate both versions. </li></ul><ul><li>Build up examples / case studies / digital stories. </li></ul>
    25. 25. Any Questions? Anything you wish to ask us?
    26. 26. Further information <ul><li>Project blog: http://viewpoints.ulster.ac.uk </li></ul><ul><li>CIES R&R Programme: http://www.cetl.ulster.ac.uk/elearning/rrs/ </li></ul><ul><li>RLO CETL: http://www.rlo-cetl.ac.uk </li></ul><ul><li>ALT-C 2010 Viewpoints Encouraging creativity and reflection discussion topic: </li></ul><ul><li>http://viewpointsproject.ning.com/forum/topics/altc-2010-viewpoints (sign in required). </li></ul><ul><li>Workshop presenter details: </li></ul><ul><li>Dr Alan Masson, Project Director - [email_address] </li></ul><ul><li>Catherine O’Donnell, Academic E-Learning Consultant - [email_address] </li></ul>
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