Viewpoints Briefing 30 April 2009 Am
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Viewpoints Briefing 30 April 2009 Am

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Alan Masson presents outline of the Viewpoints project to stakeholders in the University of Ulster.

Alan Masson presents outline of the Viewpoints project to stakeholders in the University of Ulster.

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Viewpoints Briefing 30 April 2009 Am Viewpoints Briefing 30 April 2009 Am Presentation Transcript

  • Viewpoints Project Overview
  • Agenda
    • Introductions and overview
    • Current Curriculum Development processes*
    • Student Profiler*
    • Assessment and Feedback*
    • Identification of Synergies and Opportunities*
    • * interactive elements
  • Viewpoints Project - Background
    • JISC funded
    • £400k over a three years and nine months period
  • Funded Projects
    • Twelve projects funded, three clusters:
    • A: Manchester Met University, Leeds Met University, Staffordshire University, University of Bolton
    • B: Birmingham City University, City University, Cambridge University, Cardiff University, University of Greenwich
    • C: The Open University, Strathclyde University, University of Ulster.
  • Project Context
    • New T&L strategy (learner-focused)
    • 1 st Year Learner experience paper
    • Streamlined Course approval processes
    • Opportunity to promote curriculum innovations to meet a range of drivers
    • Focus – reflection and planning.
  • Curriculum Baseline Review
    • Condition of funding: Institutional baseline review of curriculum development processes
    • JISC – build up knowledge base of current practice
    • Project – provide reference point for institutional context of activities and outputs.
  • Project
    • Reflection and planning tool for range of factors:
    • Student profiler
    • Assessment and feedback*
    • Information skills and resources*
    • Student community and interaction*
    • Teaching and delivery*
    • Pathways and options*
    • * From a student timeline perspective from application to graduation
  • Reflection Prompts
    • Using established theoretical principles as a basis, i.e.
    • REAP
    • SCONUL seven Pillars
    • Gilly Salmon five-stage model
    • Chickering and Gamson.
  • Stakeholder Participation
    • Throughout development lifecycle
    • Design
    • Development
    • Evaluation (usability and educational issues)
    • Piloting
    • Embedding
  • Project stakeholder engagement
    • This meeting is the start of an engagement process
    • Agree stakeholder “profile” for these groups
    • Identify synergies and opportunities (both ways)
  • Stakeholders as Development Partners
    • Multi phase development process
    • Conceptual design
    • Wireframe
    • Prototype
    • Finished version
    • Implementation and embedding
  • Project Status
    • First two tools at conceptual design stage
    • What you are about to see are what the tools may look like
    • Opportunity to inform and support the project design and implementation processes
  • Tool 1: Student Profiler
    • Building on work of:
    • STAR Project
    • First Year Retention Project
    • Information can be repurposed to:
    • Provide high level risk and opportunity alerts for the identified cohort groups
    • Provide a visual reference point in other project tools to “personalise” against an identified group of learners.
  • Tool 2: Assessment and Feedback
    • Using REAP principles as an initial reference point
    • Assist staff to reflect/review/plan high level assessment and feedback priorities
    • Information can be repurposed to:
    • Assist preparation of curriculum documents
    • Supporting evidence for validation panels etc.
    • Support learner orientation.