Viewpoints: School of Art & Design Revalidation Workshop


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A workshop for the teaching staff of University of Ulster's Art and Design school who are undergoing revalidation next year.

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  • Workshop Presenters
  • If we have time could illustrate partially completed worksheet.
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  • Share outputs and feedback
  • Viewpoints: School of Art & Design Revalidation Workshop

    1. 1. Viewpoints: School of Art & Design Revalidation Workshop Tuesday, 14th December 2010 (11.00-13.30) Workshop Facilitators : Catherine O’Donnell, Karen Virapen, Jill Harrison and Roisin Curran Contributors : Dr Alan Masson, Catherine O’Donnell, Karen Virapen, Jill Harrison, Vilinda Ross and Fiona Doherty.
    2. 2. Session Outline <ul><li>Introduction to the Viewpoints Project (5 minutes). </li></ul><ul><li>Some brief examples of past workshop outputs, photos and findings (5 minutes). </li></ul><ul><li>Group work tasks (75 minutes). </li></ul><ul><ul><li>Each course team to consider the design and delivery of their programme using ‘Viewpoints’ process and tools. </li></ul></ul><ul><li>Course Teams Feedback & Action Points (60 minutes). </li></ul><ul><li>Conclusions and questions (5 minutes). </li></ul>
    3. 3. Introduction to the Viewpoints Project <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 - </li></ul><ul><li>The tools 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>learner engagement 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. Workshop Overview <ul><li>Each course team will: </li></ul><ul><li>Be given the opportunity to use the ‘Viewpoints’ process and tools while considering the design and delivery of their programme due for Revalidation. </li></ul><ul><li>Be given large laminated worksheets (with a student timeline) and best practice cards prompts . </li></ul><ul><li>B e required to work together to plan how to address agreed objective(s). Teams should agree: </li></ul><ul><ul><li>What needs to be done? , By whom? and By when? </li></ul></ul><ul><li>Produce visual output which you will be asked to share with the other teams. </li></ul>
    5. 5. Some examples of outputs from previous workshops.
    6. 6. Captured Process <ul><li>Workshop sessions </li></ul>Reward & Recognition residential
    7. 7. Course Level Course View workshop Images
    8. 8. Course Level Example 1
    9. 9. Course Level Example 2
    10. 10. Some more Revalidation Course Level Outputs
    11. 11. Module Level Module View workshop images
    12. 12. A&F Example 1 Scenario: Effective use of an ePortfolio, module level Why: Course up for revalidation – artefacts could be useful beyond the module.
    13. 13. A&F Example 2 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).
    14. 14. Course and Module Level Side by Side
    15. 15. Group work tasks <ul><ul><li>Please take a moment to organise into your course teams. </li></ul></ul><ul><ul><li>A volunteer or two from each team will be requested to briefly share key team outputs, decisions, actions and/or reflections. </li></ul></ul>
    16. 16. Task 1: Agree objectives (10 minutes) <ul><li>Agree objectives and work together to plan how to address these. </li></ul><ul><li>Teams should consider/ decide/agree: </li></ul><ul><ul><li>What needs to be done? </li></ul></ul><ul><ul><li>By whom? </li></ul></ul><ul><ul><li>By when? </li></ul></ul><ul><li>R ecord key details on the laminate worksheet. </li></ul><ul><li>Label the student timeline. </li></ul>
    17. 17. Task 2 – Select cards /principles (20 minutes) <ul><li>Choose ‘Course Level View’ cards that might help you address your group’s objective(s). </li></ul><ul><li>Map chosen principles to student learning timeline </li></ul>
    18. 18. Task 3 – Plan (20 minutes) <ul><li>Share ideas </li></ul><ul><ul><li>(Note: you could indicate what you do already (using black marker) or aspire to do (using blue marker) if you like. </li></ul></ul><ul><ul><li>Plan: </li></ul></ul><ul><ul><ul><li>What needs to be done?, By whom? and By when? </li></ul></ul></ul>
    19. 19. Task 4 – Tailoring your 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>1 or 2 members from each group are asked to briefly share key group outputs and reflections (5 minutes each). </li></ul>
    20. 20. Task 5 - Share outputs and feedback (maximum 5 minutes per group) <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>
    21. 21. Any Questions?
    22. 22. Further information <ul><li>Project blog: </li></ul><ul><li>CIES R&R Programme: </li></ul><ul><li>RLO CETL: </li></ul><ul><li>ALT-C 2010 Viewpoints Encouraging creativity and reflection discussion topic: </li></ul><ul><li> (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>