ORIC Inclusive approaches to curriculum design

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ORIC Inclusive approaches to curriculum design

  1. 1. Influences on and different approaches to curriculum design<br />What do we mean by ‘the curriculum’(and does it matter?)<br />
  2. 2. From QCA:<br />“everything that promotes learners’ intellectual, personal, social and physical development. As well as lessons and extracurricular activities, it includes approaches to teaching, learning and assessment, the quality of relationships within school, and the values embodied in the way the school operates.”<br />Curriculum definition §1<br />
  3. 3. From Scotland (UWS):<br />Instead of starting with the building blocks of a syllabus or discipline content, it suggests that we should begin by focussing upon the learner and how they learn. This approach turns the traditional curriculum design model on its head, and redefines curriculum as about process rather than product. <br />Curriculum definition §2<br />
  4. 4. From Singapore:<br />If a curriculum is to be “a planned educational experience”, then curriculum design and implementation should follow a sequence of steps that operates like an upward and downward spiral with a robust feedback system for the adjustment of each step.<br />See the 6 steps<br />Curriculum definition §3<br />
  5. 5. §4: Different levels?<br />Prideaux, D. BMJ 2003;326:268-270<br />Copyright ©2003 BMJ Publishing Group Ltd.<br />
  6. 6. And is this the best approach?<br />Prideaux, D. BMJ 2003;326:268-270<br />Copyright ©2003 BMJ Publishing Group Ltd.<br />
  7. 7. <ul><li>See definition provided by JISC but without the consideration of marketing:</li></ul>An inclusive approach …<br />… It could be said to answer the questions ‘What needs to be learned?’, ‘What resources will this require?’, and 'How will this be assessed?' <br />
  8. 8. What do we take into consideration when we plan/design?<br />What do we have to demonstrate in order to be approved (course/module documentation)?<br />What should we have to demonstrate (e.g. is our existing documentation and procedures fully fit for purpose)?<br />Practical implications<br />
  9. 9. JISC project<br />The eTutor project will explore the potential to develop and deliver education and training on-line using ubiquitous technologies, social networking and open source software, and freely available on-line resources.<br />2 modules developed and tested; full implementation was intended to follow<br />Would this approach ‘work’ with our students? <br />Examples of different approaches 1. Technology-managed module<br />
  10. 10. Do we need to ‘reinvent undergraduate education’?<br />1999 –Boyer Commission report <br />10 ways to change undergraduate education<br />The capstone to culminate<br />How influential has this been?<br />2. Research-based teaching<br />
  11. 11. 2005 – in UK, Creation of CETLs <br />Reinvention Centre (Warwick / Oxford Brookes) <br />AURS (Reading) <br />CILASS (Sheffield) <br />CEEBL (Manchester) <br />2006 – HEFCE National Strategic Priorities for Teaching and Learning<br />Do we need to ‘reinvent undergraduate education’?<br />
  12. 12. University of Lincoln:<br />http://www.lincoln.ac.uk/cerd/uros.htm<br />http://neo.lincoln.ac.uk<br />Recent example of this influence<br />
  13. 13.
  14. 14. HEA: Research and Teaching <br />http://www.heacademy.ac.uk/ourwork/research/teaching<br />And a useful resource for students:<br />Analyse this!! <br />http://www.learnhigher.ac.uk/analysethis/<br />Research and Teaching<br />
  15. 15. Folllow the weblinks below and respond to the questions on the next slide.<br />University of Manchester: <br />web pages from their Teaching and Learning Support Office<br />Griffith University<br />Their ‘mandatory’ course (module) outline document<br /> MacQuarie University<br />Introductory page from their Learning and Teaching Centre<br />Dublin Institute of Technology<br />The links below take you to 3 pages from an online article about work-based learning by Anne Murphy: The interface between academic knowledge and working knowledge. Implications for curriculum design and pedagogic practice<br />http://level3.dit.ie/html/issue6/murphy/murphy_1.html<br />http://level3.dit.ie/html/issue6/murphy/murphy_table2.htm<br />http://level3.dit.ie/html/issue6/murphy/murphy_6.html#working<br />2. Different institutional perspectives<br />
  16. 16. What are the important differences?<br />What are the implications of these differences?<br />How do these different designs relate to your experience here at your own institution?<br />Is there anything you think we could learn from any of these different approaches?<br />Any other issues or questions you have about these different approaches?<br />Implications for inclusive curriculum<br />

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