JISC Curriculum Design Cluster C meeting
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JISC Curriculum Design Cluster C meeting






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JISC Curriculum Design Cluster C meeting JISC Curriculum Design Cluster C meeting Presentation Transcript

  • Gráinne Conole, The Open University [email_address] JISC Curriculum Design, Cluster meeting Strathclyde University 21/4/09
  • Focus
    • Series of reflections on potential curriculum design representations
    • Ideas for collaboration across the three JISC Curriculum Design projects (the Open University, Strathclyde University, Ulster University)
    • Suggestions for next steps
  • Aspects of design We have a reasonably good understanding of design at the learning activity level… Assessment Learning outcomes Tasks Support
  • Representations
    • Textual summary and keywords
    • At a glance map
    • Timeline
      • Production
      • Presentation/delivery
    • Content/topic/curriculum map
    • Workload – overall, distribution, breakdown
    • Principles/pedagogy matrix
    • Cost
      • Production
      • Presentation/delivery
    • Success criteria tick box
    • Relationships and inter-dependencies
    • Process flow maps
  • 1. Summary
    • Brief overview
    • Keywords
      • Abstract model of course (wrap around, web 2.0, bought it, empty box)
      • Main pedagogical approach (problem-based, dialogic, etc)
      • Discipline and level
  • 2. At a glance map Summary Tools & resources Activities Learning outcomes Success criteria Support Timeline Principles/pedagogy Content
  • 3. Timeline BA Do D1 D2 SG1 SGn SG8 Production Presentation SGn… SGn… Course calendar Wk1 Wkn,,, TMA ECA
  • 4. Content map Theme 1 Theme 2 Theme 3
  • 5. Workload Roles Wk1 Wk2 Wk… Course chair Course manager Academic team members Technical developers Librarians Tutors Assessors Administrators Students
  • Thinking & reflection Conversation & interaction Experience & activity Evidence & demonstration
  • Mapping learning activities against goals Aggregation of learning activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article Principles Thinking & reflection Experience & activity Conversation & interaction Evidence & demonstration Reflect on experience and show understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities
  • A DNA print of designs OpenLearn SociaLearn Different set of principles Different mapping to pedagogies
  • Variants on the matrix Mapping principles to activities Activity 1 Activity 2 Activity 3 Principle 1 Principle 2 Principle 3 Bloom’s taxonomy Knowledge … Evaluation Principle 1 Principle 2 Principle 3
  • 7. Cost Type Wk1 Wk2 Wk… People Resources Media Assessment Administration
  • Pedagogy Cost effectiveness Innovation Context/fit for purpose Criteria breakdown Pedagogy
      • Constructive alignment…
    Cost effectiveness
      • Finance summary…
      • Web 2.0, use of wiki…
    Context/fit for purpose
      • Strategic fit, prof alignment…
  • A suite of interactive widgets
    • Ulster interactive wheel
    • Milo framework spider maps
    • Mapping
      • Learning outcomes to topic
      • Learning outcomes to assessment
      • Assessment to topic
    • Media advisor pedagogy distribution
    • Affordances
    • Pedagogy dimensions
    • 8LEM/Hybrid model
  • Lecture 2 0 1 0 Seminar 1 3 1 0 Peer assessment 0 1 1 2 Forum 0 3 1 1
  • Features
    • Principles
      • Generate generic set derived from theory
      • Users can adapt/add to
    • Levels and aspects
      • Works at a number of levels
      • Each ‘white’ box can be unpacked
      • Static representations vs. progression process vs. relationships/dependencies
      • Design of a course vs. an instance of a course
    • Uses
      • Guidelines for course design
      • Comparison between courses
      • Departmental, Faculty, Institution overview
      • Deconstruction
      • Checklist
      • Course evaluation
  • Cluster to do list
    • Set up a cloudscape for the cluster and populate with clouds describing the different interventions each of the projects is producing (tools, approaches, methods)
    • Work up/validate curriculum design taxonomy
    • Agree set of principles mapped to good pedagogy (REAP, etc)
    • Brainstorm success criteria
    • Trial representations and compare
  • Cluster aspirations
    • Shared set of interventions shared through the cluster cloudworks and set of evolve reflections of use
    • Set of validated forms of representation for curriculum design
    • Curriculum design taxonomy and set of pedagogical principles