• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Course Design in Higher Education with narration

Course Design in Higher Education with narration



Introduction to constructive alignment, learning outcomes, Bloom's taxonomy and other ideas that influence curriculum design in Higher Education

Introduction to constructive alignment, learning outcomes, Bloom's taxonomy and other ideas that influence curriculum design in Higher Education



Total Views
Views on SlideShare
Embed Views



6 Embeds 5,000

http://moodle.brookes.ac.uk 4965
http://vle.salford.ac.uk 25
http://poodle.brookes.ac.uk 6
http://toodle.brookes.ac.uk 2
http://www.vle.salford.ac.uk 1
https://vle.salford.ac.uk 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-ShareAlike LicenseCC Attribution-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Trial flip approachProvidepowerpoint plus voice over in advanceAsk participants to think about application problems and bring 3 issues identified to class. Also to bring session plan, module guidegrouping: use balloons, pre-decide team leaders – put their names into the balloons (team leaders will then pick their teams)in class: 1.5h series of activities (session design, module review/redesign – draft) – re-inforce and apply content1h TEL team – technology-enhanced teaching and learning plus activity: activity re-design30min Chris – what happens after the module design?
  • Different purposes and different people believe different things, e.g. the Government sees it in economics terms and future knowledge economy jobs.
  • Students don’t always know how to learn effectively and we need to help them.Feedback is crucial
  • Where do we start?
  • Essential – the basics, must be covered in teaching sessions?Links to threshold conceptsShould – broader, directed reading etc. essential & should will be enough for a student to do well.Could – further breadth & depthNice - everthing
  • In the 1950s, Bloom found that 95% of the test questions developed to assess student learning required them only to think at the lowest level of learning, the recall of information. Recognizing that there are different levels of thinking behaviours important to learning, Benjamin Bloom and his colleagues developed a classification system which has served educators since 1956.The inclusion of higher level thinking skills with information skills activities is a valuable tool and model for teachers seeking to provide challenges for their students.
  • activity? use the ‘Sky is Blue’ as an example.
  • Could also link in here the planned v experienced curriculum
  • Use a card board box and a little person (windows, doors…) inside, outside, break the box in piecesFlexibility: design, content, delivery, assessment, review

Course Design in Higher Education with narration Course Design in Higher Education with narration Presentation Transcript

  • Designing
    PGCAP Programme Team
  • Intended learning outcomes
    By the end of the session, participants attending and engaging in the session will have had the opportunity to:
    discuss and critically evaluate own design process and approaches used
    explore innovative student-centred methods and active learning approaches when planning lectures, seminars, workshops and tutorials to maximise engagement
    develop a better understanding of technology-enhanced curriculum design processes and explore applications in own context
  • purpose of HE
    disseminate knowledge
    develop the capacity to use ideas and information
    develop the ability to test ideas and evidence
    develop the ability to generate ideas and evidence
    personal development
    develop the capacity to plan and manage one’s own learning
    source Bourner and Flowers (1998)
  • helping students learn
    experiential and collaborative learning
    processing and application activities
    feedback on learning
    (Butcher et. al, 2006, p. 71-72)
  • McKimm, J. et al. BMJ 2003;326:870-873
  • What is a good aim?
    “A teaching aim is couched in terms of what the teaching is trying to do, grounded in what the subject demands” Laurillard (1993:184)
    "...expressed in terms of what you, the teacher, will be presenting to the learner.“ Rowntree (1990:44)
  • Intended Learning Outcomes
    Describe what learners will know and be able to do when they have completed a session, module or programme.
    “What a learner knows or can do as a result of learning” Otter (1992:i)
    “Descriptors of the ways that students will be expected to demonstrate the results of their learning.” Race (2000:10)
  • A well-written learning outcome statement:
    Active verbs
    Identify important learning requirements: knowledge, skills, attitudes.
    Be achievable and measurable.
    Use clear language.
    Explicit statements of achievement.
  • Content & Intended learning outcomes: minimum requirements
    Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59
  • The 4 domains
  • The Cognitive Domain and Bloom’s Taxonomy
    Video – Bloom’s Taxonomy via Pirates of the Caribbean http://bit.ly/9lmm4C
    Bloom’s Taxonomoy (1956)
    Educational Psychology Interactive: The Cognitive Domain
  • Bloom’s Taxonomy and verb list
  • avoid/use
  • Bloom reconfigured (slightly)
    Anderson and Krathwohl Revision (2001)
  • Constructive alignment (Biggs 1999)
    • Students construct meaning from what they do to learn.
    • The teacher aligns the planned learning activities with the learning outcomes.
  • Application: How can I do it???
    Know my students
    Build-in variety
    Active approaches
    Assessment for learning
    Acknowledge contributions
    Be creative and flexible
    "What we have to learn to do, we learn by doing."
  • Planning – Things to consider
    Your learners
    Group size
    Day/date, location
    Aims and Learning Outcomes
    Structure and Content
    Aids and Resources
    “If you fail to plan, you plan to fail!”
  • Modes of delivery - traditionally
    What do these mean? Do we deliver these and plan these differently? How do these labels affect how we plan and deliver these modes of delivery? What can we do about it?
  • How to deliver
    From transmission to reception.
    What is more important:
    That we transmit content? Or
    That students receive content?
    Should we be focussing on how to get our students receive (and process) content and how we facilitate this?
    NB: “receive” in this context is 'decoding' (reconstructing) the message / content transmitted.
  • Moving away from the didactic / transmissive mode – different approaches
    Problem Based Learning
    Individualised Instruction (not to be confused with one to one tutoring)
    Podcasts with tutorials

    Key message: Students are actively involved in learning the content based on tasks we provide to help them do that.
  • What to deliver
    What Content?
    Essential, Should, Could.
    Threshold Concepts?
    What Skills?
  • Threshold Concepts?
    Certain concepts are held to be central to the mastery of a subject
    They have the following features:
    Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.
    Troublesome: Threshold concepts are likely to be troublesome for the student. e.g when it is counter−intuitive.
    Irreversible: They are difficult to unlearn.
    Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.
    Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.
    Discursive: Crossing of a threshold will incorporate an enhanced and extended use of language.
  • Curriculum Design
  • Curriculum
    … is a creative act but it usually focuses on…
    • norm
    • core knowledge of discipline
    • assessment
    • orientation internally and externally
    • informal adjustments ongoing
    • crammed?
  • Creative Curriculum
    … is a creative act but it usually focuses on…
    • norm
    • core knowledge of discipline
    • assessment
    • orientation internally and externally
    • informal adjustments ongoing
    • crammed?
    … is a creative act that focuses on…
    • spaces
    • flexibility
    • originality
    • personalisation
    • collaboration
    Key factor: Is creativity valued by students, the department, influential academics?
  • JISC
  • Influences
    Institutional & Beyond
    Professional Bodies
    Skills Agenda
    Widening Participation
    Learning Theory
    Student Experience
  • Curriculum design models
    modular approach
    Lego (scaffolded modules)
    Satellite (free standing modules)
    Jigsaw (connected modules)
    fitting it all together, approaches
    satellite image missing!!!
  • Module Specifications
    Intended Learning Outcomes: Knowledge & Understanding, Skills
    Learning & Teaching Strategies
    Syllabus Outline
    Information Literacy
    e-submission where applicable

  • References
    Anderson, L.W. & Krathwohl, D.R. (2001) A Taxonomy of Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman: New York
    Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUP
    Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay
    Bourner, T & Flowers, S (1998) Teaching and Learning Methods in Higher Education: A Glimpse of the Future. Reflections on HE, pp. 77-102.
    Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon: Routledge
    Laurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology London: Routledge
    Meyer JHF and Land R (2003) Threshold Concepts and Troublesome Knowledge (1) Linkages to Ways of Thinking and Practising in Improving Student Learning Ten Years On. Rust, C (ed), OCSLD, Oxford
    Otter, S. (1992) Learning Outcomes in Higher Education London:UDACE
    Rowntree, D. (1990) Teaching Through Self-Instruction Abingdon: Routledge
  • Resources:
    Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Learning