Curriculum Representations

Curriculum representations November 2009

CBM (2009) framework overview
4 views have been identified to represent a course:
Pedagogy profile
Course map
Cost effectiveness
Course performance
+ supporting narrative & good practice principles

Selecting exemplars
Faculties are identifying courses that are
Pedagogically effective
Innovative
Deliver high levels of student satisfaction and performance
Cost effective
Aligned with one or more Strategic Objectives
Historical and forward looking – an on-going process.

View 1 Pedagogy profile
How we want to teach
Deconstructing learning activities
Analysing student tasks and time
Challenging ‘content heavy’ approaches
Encouraging variety

Pedagogy profile Maps types of student tasks against course structure Block 1 Block 2 Block 3 Total

Block 1 Block 2 Block 3 Total Block 1 5 3 4 1 0 0 4 Block 2 6 3 3 3 3 2 4 Block 3 6 3 3 3 4 3 4 Total 17 9 10 7 7 5 12

Pedagogy profile widget

View 2 Course map Five components of any structured learning provision Guidance & support Evidence & demonstration Communication & interaction Information & experience Thinking & reflection

Guidance & support Evidence & demonstration Information & experience Communication & interaction Thinking & reflection

Course map/At a glance representation Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA

Information & experience PDF resources Links to e-journal articles and other websites Evidence & demonstration 6 TMAs – submitted online (505 of overall score) 3hr examination (50% of overall score) Thinking & reflection Activities throughout learning guides (4-7 per guide) 5 website ‘interactives’ Journal space in MyStuff Core questions, thinking points and summaries in course books Communication & interaction Course-wide Café forum Tutor group forums with sub-forums for each block F2F tutorials near beginning, middle and end of course (some regional variation) Guidance & support Study planner 20 Learning guides General assessment guidance TMA questions Course guide Study calendar KE312 Working Together for Children 60pt course over 32 weeks 3 blocks/20 learning guides Whole weeks devoted to TMAs Consolidation week (week 22)
Practice related
Aligned to latest prof framework for mult-agency working
Rich case studies
Read – relate to practice – reflect – write
3 co-published course books (21 chapters/ 960pp) DVD – videos of 3 practice settings + interviews (XXmin) Plus own experience and practice Tutor support – 1:20; 21 contact hrs; band 7 Course map example

View 3 Cost effectiveness
Relationships between:
Income
Student numbers
Production activities
Presentation activities
Central (non IUPC) costs
Comparison with other similar courses / models and norms
Market driven, external influences CAU, LTS and SS influences Internal, central allocations

Current data sources
Post launch review process
General ledger
RPT
LTS IUPC analysis
SS IUPC analysis
PLANET (for student numbers)
TRAC (for staff resource)
CL

Example – K208 Effective practice in youth justice CL

Comparison of course costs CL

View 4 Course performance - basic
Derived from IET student survey data

Course performance – basic plus

‘ View 5’ Supporting narrative and good practice principles
Under development. Some examples below:
Design decision variable Example Production/pedagogical approach
Course guidance: Tutor-directed – student-directed
Learning approach: Passive-learning – active-learning
Production/content
Course team produced: bought in wrap around
Reuse: free standing assets – bespoke/contextualised (within faculty & cross-faculty)
Production/staff resource
Staff resource (academic): 12 months – 18 months
Consultancy: 0 -100%
Production/timeliness (fit to market)
Time scale: 6 months – 2 years
Aligns with current subject trends: √
Presentation
Tutor/student ratio: N/A , (1-30) – (1-10)
Tuition management: centrally managed – hub – regionally managed

Relationship with CBM (2008) Course Types
Looking to develop exemplars with reference to this classification, recognising in practice we are likely to have hybrids:
OU classic
Bought-in
Wraparound
‘ Empty Box’
Web 2.0
Disaggregated curriculum assets
Framework Exemplars Course Types Views

Next steps
Developing the 5 th view which profiles a course in relation to a set of key variables
Continue to refine and consolidate all views
Finalise list of exemplar courses and check that all course types represented
Produce complete set of views for a selection of exemplars
Disseminate discussion document, analysis of exemplar courses and toolkit for faculties to use
Arrange further workshops and presentations
Integrate this work with Stage Gate Process review, PLANET redevelopment and other initiatives

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Curriculum Representations

by grainne on Nov 12, 2009

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