CBM project workshop

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A presentation given for the OU curriculum business models project at the OU.

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CBM project workshop

  1. 1. Curriculum Business Models Martin WellerArts workshop – January 2012 1
  2. 2. Agenda• Overview (the official bit)• Tools• How might it work• Issues• Activity
  3. 3. What CBM is delivering• Simple tools for articulating/visualising/sharing module designs• Putting the learning journey at the heart of the design process• Revealing the costs and performance outcomes of design decisions• Introducing a common classification framework and terminology• Introducing a consistent, structured design, specification and review process to support the new approvals process 3
  4. 4. CBM and strategy• PVC-LTQ expectations of CBM (use in CAUs/units): – use the CBM activity planner & module map to support student learning focus for decision making & module design – Use performance view to inform quality assurance and enhancement decisions – Use CBM data and planning to inform faculty planning and resource allocation – Develop current CBM to apply at level of Qualifications• Use it to define templates?• Use it to drive efficiency? 4
  5. 5. Four key views Module Map Activity Planner 5 Cost Effectiveness view Module Performance view
  6. 6. Module design process 1Intentions What will students do? What inputs and outputs will be needed? Pedagogy profile Activity planner Module map Module map
  7. 7. Module design process 2 What options are there? How much will it cost? What are we assembling? Module options guidance Costing and modelling tool Module specification
  8. 8. Module review process……9 months later What did we produce? What did it cost? How was study time spent? How did the module perform? Module specification Costing and Activity planner Course performance modelling tool summary Available to other module teams through a CBM library
  9. 9. Exploring provision at different levels
  10. 10. What we can do with CBM• Provide standard tools for supporting course design process• Establish faculty norms/models in a consistent way• Share successful designs• Encourage new models – more cost-effective – more flexible and sustainable – more interesting and engaging for students• Articulate designs more clearly to students 10
  11. 11. Activity Planner• What are we asking students to do• Pedagogy neutral• 6 categories: 11
  12. 12. Assimilative e.g. Read, Watch, Listen, Think about, Access, Observe, Review, StudyFinding and handling e.g. List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather,information Order, Classify, Select, Assess, ManipulateCommunication e.g. Communicate, Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, QuestionProductive e.g. List, Create, Build, Make, Design, Construct, Contribute, Complete, Produce, Write, Draw, Refine, Compose, Synthesize, RemixExperiential e.g. Practice, Apply, Mimic, Experience, Explore, Investigate, Perform, EngageInteractive/ Adaptive e.g. Explore, Experiment, Trial, Improve, Model, SimulateAssessment Include summative (graded) assessment only here e.g. Write, Present, Report, Demonstrate, Critique 12
  13. 13. Assimilativ Finding and Communica Productive Experientia Interactive/ AssessmentTopic/ e handling tion l Adaptiveweek/ informatiosession n 1 7 1 2 2 6 1 1 2 3 4 1 5 4 7 1 2 5 7 1 2 6 7 1 2 7 7 1 2 8 13 7 1 2
  14. 14. 14
  15. 15. Module Map• Provides representation of the module• Move from the activity to the stuff• Further on, link to OU systems 15
  16. 16. View 2 Module Map Course Map View: KE312 Working Together for Children Guidance and support Guidance and Course guide support Study calendar Content and experience Study planner 20 Learning guides General assessment guidance TMA questions Communication and Tutor support – 1:20; 21 contact hrs; band 7 collaboration Content and experience Communication and collaboration 3 co-published course books (21 chapters/ 960pp) F2F tutorials near beginning, middle and end of course (some DVD – videos of 3 practice settings + interviews (XXmin) regional variation) Core questions, thinking points and summaries in course books Student activities Plus own experience and practice PDF resources Course-wide Café forum Links to e-journal articles and other websites Tutor group forums with sub-forums for each block Activities throughout learning guides (4-7 per guide) 5 website ‘interactives’ Reflection and demonstration Reflection and demonstration Journal space in MyStuff 6 TMAs – submitted online (50% of overall score) Course summary Key words Key words 60pt course over 32 weeks Practice related; 3 blocks/20 learning guides Aligned to latest professional framework for mult-agency working; Whole weeks devoted to TMAs Rich case studies; Consolidation week (week 22) Read – relate to practice – reflect – write.
  17. 17. Module mapexample
  18. 18. Module mapcategoriesandelements
  19. 19. Digital Scholarship – the module!• Boyer• Power of networks• Open Education• Changes in research• Data visualisation• Other sectors• Significant technology• Barriers• Implications
  20. 20. We’re all researchers now?• As content becomes adundant focus is less on providing it than on creating a framework to make sense of it• Leads to research-based pedagogy?
  21. 21. Assim Info Comms Exper Adaptive Prod handlingBoyer OER Implications Collect & Data Slidecast on repositories debate visualise visualisation Barriers data in organisationResearcher Sharing Technology Video ons use of resources in use othertech on tech sectorsOpen Library Use diffeducation research on Networks use of tech20% 25% 5% 25% 5% 20%
  22. 22. Guidance & Content & Support experience Open access Book VLE study guide/calendar Reading list 3rd party tools & advice Weekly overviews Tutor activity Discursive assignment Video Use of social tools Slidecast Data visualisationReflection & Communicationdemonstration & collaboration
  23. 23. Content based• Use of 3rd party content• Quick production
  24. 24. Assim Info Comms Exper Adaptive Prod handlingBoyer/Schol Reading list Wiki on Research Data Essay onarship resources barriers methods visualisation networks on Open EdImplications Research other sectorsTechnologyoverview40% 20% 10% 10% 10% 10%
  25. 25. Guidance & Content & Support experience Open access Book VLE study guide/calendar Reading list Essays & blogs 3rd party tools & advice Weekly overviews Media collection Course forums Essay Data visualisation WikiReflection & Communicationdemonstration & collaboration
  26. 26. Activity based• Peer to peer activity• Tutor led activity• Small amount of content
  27. 27. Assim Info Comms Exper Adaptive Prod handlingBoyer/Schol Find reliable Comment Research Data 3 types ofarship sources in on blogs promotion visualisation media on tech/networ practices research ks/data methods Research Blog journal Produce other on tech OER sectors Group activity on other sectors15% 20% 30% 10% 5% 20%
  28. 28. Guidance & Content & Support experience Open access chapter VLE study guide/calendar 3rd party tools & advice Library research advice Weekly overviews Media outputs Course forums Blog Blog commenting OER Data visualisation Group activityReflection & Communicationdemonstration & collaboration
  29. 29. Some thoughts• Good way to form a common early rep• Diff ways of representing same content• Categorisation encourages variety• Categories can be bit blurred• Role of assessment?
  30. 30. Issues• Categories• Variability• Implication that assimilative is ‘wrong’• Level of detail and moment of implementation• Being told what to do• Capturing the narrative/journey
  31. 31. Further development• Nice paper version• Guidance• Excel• Online interactive version with database• IET liaison• Work with other projects
  32. 32. AA308• Looking at online material• Quickish view, may miss some subtlety• Raised some questions which might be useful for new course team 32
  33. 33. Some questions to consider1. What are the dis/advantages for the student of engaging with the optional components of the module?2. Is it ok for students to be able to complete this level 3 module without engaging in dialogue with anyone else about their learning?3. Students are asked key questions to help them internalise the concepts but are immediately followed by the answer.4. What do the module team see as the pedagogical purpose of the forums?5. Information literacy skills may not meet level 3 (see http://library.open.ac.uk/ILLFramework/level3.html). Is this important to the module team ?6. Would a more varied activity profile be desirable? 33
  34. 34. Activity• In groups of 4• 10 pt General Digital skills for English/Philosophy students course (10 wks)3.Determine key topics (10 mins)4.Use activity planner to sketch out activity (10-20 mins)5.Use Module Map to create representation (10-20 mins)6.Feedback & discussion (20 mins)

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