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ORIC Module Design

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  • 1. ORIC – Open Educational Resources for the Inclusive Curriculum http://www.oric.brad.ac.uk1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0
  • 2.  workshop activity 1;  constructive alignment;  workshop activity 2;  aims & learning outcomes;  levelness;  workshop activity 3;  review.2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 3. Sir Ken Robinson on education and creativity: http://www.youtube.com/watch?v=zDZFcDGpL4U3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 4.  individually – choose one teaching sequence, or individual session that you have helped to plan & design;  in 2s & 3s – explain to each other & discuss the steps that you went through in the planning/design process (be honest!);  be prepared to feed back.4 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 5.  theory/approach developed by John Biggs;  all components in the learning/teaching system should support each other – should be aligned;  “When there is alignment between what we want, how we teach and how we assess, teaching is likely to be much more effective than when there is not.” (Biggs, 1999: 26)5 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 6. In constructively aligned teaching:  Devise & state intended learning outcomes;  Learning & teaching methods are chosen to allow learners to construct meaning in a way which will realise these outcomes;  Assessment tasks address the outcomes.6 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 7. “CA makes the students themselves do the real work; the teacher simply arranges things so that it is more likely that they will.” (Biggs, 1999:27)7 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 8. In 2s and 3s, each talk through the following:  take one intended learning outcome from a module that you are involved with;  what learning/teaching activities have been put in place to enable this outcome to be achieved?  how are your students assessed to see if they have achieved this outcome?8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 9. Aims  aspirational – the overall purpose that is being worked towards;  not necessarily directly assessible.9 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 10. Learning Outcomes (LOs)  intended and unintended.  intended: succinct statements of the learning requirement that a student should possess, and importantly should have demonstrated, upon completion of a particular learning sequence.10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 11.  LOs normally expressed as verbs (e.g. analyse, synthesise, describe) that learners have to enact in relation to a particular knowledge base or situation;  some suggest LOs should be written in the future tense (e.g., …will be able to…);  others recommend emphasising what learners will have done to achieve the outcome (e.g., …will have…; or …will have demonstrated…).11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 12. Programme Aim: to instil in participants a reflective and innovative approach to their practice that they will take with them throughout their teaching careers. Programme LO: participants will be able to describe, interpret, evaluate, and reflect on their own teaching practice in a theoretically coherent manner.12 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 13. Scholarship Module LO: participants will be able to consider the implications of the evidence [of variation in student learning] gathered… in terms of developing a basis for reflective practice and personal actionable theory. Reflection Module LO: participants will be able to reflect on and document their own professional teaching practice …13 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 14.  From the Oxford Centre for Staff and Learning Development: http://www.brookes.ac.uk/services/ocsld/res ources/writing_learning_outcomes.html14 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 15.  thinking about LOs in a qualitative rather than a quantitative sense;  can relate to level of study (e.g. QAA & institutional level descriptors);  can relate to level of achievement (e.g. what is a 3rd or a 1st);  two widely used taxonomies in HE: Bloom & SOLO.15 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 16.  Bloom organises educational objectives into three domains: ◦ Cognitive; ◦ Affective; ◦ Psychomotor.16 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 17.  Know: e.g. define, describe, identify, list, state, measure.  Comprehend: express, discuss, clarify, recognise, report, summarise.  Apply: interpret, practice, operate, employ.  Analyse: experiment, distinguish, debate, categorise, infer, relate.  Synthesise: integrate, develop, design, create, organise, formulate.  Evaluate: judge, revise, value, rate, question, defend.17 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 18.  Prestructural – misses point, doesn‟t understand question  Unistructural: can identify one relevant element in response to a question: identify, name.  Multistructural: can identify multiple relevant elements in a response to a question: describe, list, combine, enumerate.18 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 19.  Relational - integrated response, addresses the question, ties things together: compare, contrast, explain, analyse, relate.  Extended abstract - goes beyond what has been given, applies to new or different domains, reconceptualises: theorise, generalise, hypothesise, reflect.19 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 20. 20
  • 21.  In the same 2s & 3s briefly examine your own practice in terms of: ◦ constructive alignment; ◦ levelness.21 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 22.  in planning learning, teaching & assessment we should see how these activities support each other;  constructive alignment is one way of conceptualising this;  being explicit about the relationship between teaching, learning & assessment makes it more visible (& more coherent?) to learners;  but concerns about instrumentality of outcomes-based approach.22 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 23.  Select module to focus on for assignment, bring the module descriptor and any other relevant learning materials to the next learning set and be prepared to discuss it.  You will be asked to identify factors that contribute to inclusive curriculum design in your own discipline.23 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
  • 24. Biggs, J (2004) Teaching for Quality Learning at University, 2nd edition, Buckingham: SRHE/ Open University Press. D‟Andrea, V (2003) „Organizing teaching and learning: outcomes-based planning‟, in Fry, H et al. (eds) A Handbook for Teaching and Learning in Higher Education, London: RoutledgeFalmer, pp 26-41. Moon, Jennifer (2002) The Module and Programme Development Handbook, London: Kogan Page.24 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/