This is what we are currently evaluating – we know it is fun, but will it move us forward?
Winning hearts and minds: tools and techniques to engage staff in curriculum change
Winning hearts and minds: tools and techniques to engage staff in curriculum change initiatives Claire Eustance, Rachel Forsyth, Marianne Sheppard21/06/2012 slide 1
Session OutlineIntros (10 mins) Overview of the Curriculum Design Programme (Marianne Sheppard) University of Greenwich UG-Flex ‘Snakes and Ladders’ (Claire Eustance) Manchester Metropolitan University SRC ‘Accreditation!’ (Rachel Forsyth)Activity (30 mins) Breakout into groupsRound-up (5 mins)21/06/2012 slide 2
Institutional Approaches to Curriculum DesignThe programme has explored ways in which technology cansupport more flexible, agile and responsive curricula throughthe development of more efficient systems and processeswhich underpin teaching excellence and a high qualitylearning experience.
Institutional Approaches to Curriculum Design 4 year programme: completing July 2012 12 university projectsOutcomes and outputs Changing practices and developing cultures of innovation in curriculum design New or improved processes to support holistic curriculum management (e.g. review and approval, single source of data) Guidelines on effective curriculum design New design tools and environments Staff development approaches and resources
Information and Resources http://bit.ly/jiscds#jisccdd Blog: http://jisccdd.jiscinvolve.org
“Snakes” and “Ladders” Interactive Workshop: A resource for realising inclusive curriculum design and deliveryClaire Eustance, UG Flex Project
“Snakes” and “Ladders”Drivers Effective curriculum design; Cross-institutional collaboration & responsibility; Sharing of experience, effective practice & innovation in curriculum design and wider student experience; Embedding enhancements and policy: Greenwich Graduate and New Students’ “Entitlement”; Interactive approach to staff development.
“Snakes” and “Ladders”Development of the workshop:An institutional journey involving multiplestakeholders drawn from across the academicand student support and professional servicesspectrum.
Snakes LaddersOBSTACLES students face to STRATEGIES for retention, success and progression: progression and successo obstacles to integration Specific, concrete examples of: o Enablers & Interventionso obstacles to engagementRETENTION & TRANSITION ACTIVITY:i. Map the obstacles students face (the "SNAKES”) onto theacademic year (10 mins)ii. Map the enabling interventions that work (the “LADDERS”)onto the academic year (10 mins)iii. Reflection / Group discussion: identify one ‘top’ obstacleand the intervention/s to address it to share. (10 mins)
• Retention & Transition resources available via email.• Short how-to guide available on JISC Design Studio now – set of resources to follow - jiscdesignstudio.pbworks.com/• Bowl, M (2003), Non-Traditional Entrants to Higher Education, London : Trentham Books• Cook, A, Rushton B (2008) Student Transition: Practices and Policies to Promote Retention. The STAR Project, University of Ulster. SEDA Paper 121• Lowe, H. and Cook, A. (2003) Mind the Gap: Are Students Prepared for Higher Education? Journal of Further and Higher Education, 27(1), pp.53-76.• Tinto, V (19932), Rethinking the Causes and Cures of Student Attrition, Chicago: Univ. of Chicago• Yorke, M & Longden, B (2008), The first year experience of higher education in the UK. York: The Higher Education Academy. Available at: http://www.heacademy.ac.uk/assets/documents/resources/publications/FYEFinalReport.pdf.Sally Alsford email@example.comClaire Eustance firstname.lastname@example.org
Curriculum design JISC project: Supporting Responsive Curricula. • Responsiveness: The ability to recognise change drivers, and to make changes, in a timely manner.Thursday, June 21, 2012 11
Planting Ideas • Stakeholder workshops used scenarios to prompt discussion. • This highlighted barriers to responsiveness: culture and processes. • Outcomes were used: – to press for changes in processes. – to design staff development materials to help with discussion about culture.Thursday, June 21, 2012 12
Curriculum design and approval • Usually causes stress and confusion – two of the barriers to responsiveness. • Curriculum tools devised – to simplify planning – to encourage debate.Thursday, June 21, 2012 13
Accreditation! The game • Encourages discussion about any frustrations with processes • More effective than explaining the process via presentations?Thursday, June 21, 2012 14
Summary • Variety of techniques needed to get effective discussion; • These techniques encourage collection of examples and scenarios; • Need to involve mixed groups of planners, programmers, administrative and academic staff • Are games a good way of de-stressing the debates? Learning about new systems?Thursday, June 21, 2012 15
Availability Game is available on Creative Commons licence: http://jiscdesignstudio.pbworks.com/w/page/4408 7950/Accreditation!Thursday, June 21, 2012 16