Managing Curriculum Change
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Managing Curriculum Change

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References
JISC e-Learning programme www.jisc.ac.uk/elearningprogramme
Institutional Approaches to Curriculum Design programme
www.jisc.ac.uk/curriculumdesign
Transforming Curriculum Delivery through
Technology programme
www.jisc.ac.uk/curriculumdelivery
JISC infoNet www.jiscinfonet.ac.uk
The Design Studio www.jiscinfonet.ac.uk/curriculum
The Higher Education Academy www.heacademy.ac.uk
Becta www.becta.org.uk
The Curriculum Design and Delivery projects are supported by a network of organisations and community experts participating in a Support and Synthesis project led by JISC infoNet in partnership with other JISC Advance services, JISC CETIS, the JISC Regional Support Centres and the Higher Education Academy.

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    Managing Curriculum Change Managing Curriculum Change Presentation Transcript

    • Managing Curriculum ChangeTransforming curriculum design and delivery through technology
    • A four-year JISC programme, Reconsidering curriculum design The JISC Institutional Approaches to Curriculum Design production and updating of course-related documentation programme aims to explore how technology can help such as programme specifications and learner-focusedInstitutional Approaches to Curriculum Curriculum design touches every aspect of an institution’s address particular design challenges and so provide information. core business – from aligning its portfolio of courses to its benefits for institutions, learners, employers, professionalDesign, is investigating how processes mission and vision, through market research and product Projects within the Institutional Approaches to Curriculum bodies and the wider community. This innovative Design programme are testing process modelling tools toinvolved in the design of programmes development to quality assurance, recruitment, assessment, programme of 12 projects led by teams in UK universities resource allocation and timetabling. achieve more agile and adaptive working procedures, is to run until 2012.of study can be made more agile and exploring ways of integrating a wide range of stakeholder The importance of curriculum design is prompting many views and enabling learners to benefit from moreresponsive through the use institutions to rethink the processes, systems and Integrating technology into personalised curriculum designs. procedures involved in planning, designing and administering curriculum designof technology. programmes of study. In the 21st century, institutions aim However, technology is not the driving force. Technology- A number of institutional systems support the design of a enabled systems may benefit institutions – for example by to be increasingly demand led, responsive to cultural and curriculum. These systems include quality assurance and improving workflows, involving stakeholders in more active economic change, and capable of providing opportunities validation processes, learner record systems, virtual and and timely ways and by making possible more flexible, for learners to acquire both knowledge and skills for managed learning environments, assessment systems and learner-defined curricula – but enhanced curriculum employability and lifelong learning. Joined up, adaptive procedures, repositories of learning resources, systems of design also involves engaging the interest and participation processes and interoperable systems are vital to the timetabling and physical space allocation, and the of all concerned. realisation of these aims.ExploreCurriculum delivery focuses on the Revising approaches to curriculum delivery and learner-centred approaches to curriculum delivery. The • Develop experience and knowledge that can be shared JISC Transforming Curriculum Delivery through Technology between as well as within subject disciplinesprocesses that take place when Because it impacts directly on the student learning programme is funding 15 projects to explore technology- • Enable innovative initiatives with regional and experience, the quality of curriculum delivery is of institution- enhanced ways of enabling learners to achieve thelearners engage with a designed wide concern. But curriculum delivery presents many outcomes offered by their curricular choices. international partners • Enhance the institution’s provision for its learners and curriculum. A two-year JISC complex challenges – for example, responding to changing improve learner satisfaction learner needs, ensuring availability of high-quality learning Benefiting from enhancedprogramme, Transforming Curriculum resources and environments and delivering a more engaging • Increase the institution’s competitiveness in regional, and flexible learning experience. curriculum delivery national and global marketsDelivery through Technology, explores Learners are clear beneficiaries of effective and engaging • Enable a broader range of outcomes for learners Learners’ needs also vary widely. Mature work-basedhow technology can enhance the learners and younger campus-based learners experience curriculum delivery, but institutions that seek to continuously improve the learner experience gain in aexperience of learning. the curriculum in different ways, yet the quality of their variety of ways. experience must be consistent and equitable. Improving ‘Managing Curriculum Change’ learners’ experience of taught curricula and the assessment For example, supporting and enhancing curriculum delivery introduces the aims of the JISC Curriculum of learning, in particular, remain priorities for most further through the appropriate use of technology can: Design and Delivery programmes and highlights and higher education institutions. • Build capacity among teaching practitioners, tutors, key messages and resources from the In response to these challenges, institutions are seeking to coaches and learning support staff developing work of the project teams. exploit technology to achieve more innovative, personalised
    • Integrating technology into the ‘In practice, there is overlap and interplay between the processes we are calling “curriculum design” and “curriculum delivery”... For example, the educational rationalecurriculum lifecycle for design decisions should be understood by staff involved in the delivery process, and ideally by learners too, while evidence from learners’ engagement with the curriculum should inform future iterations of design.’ JISC, 2008 Technology as an enabling factor: curriculum design Approve Committee processes can be enhanced through e-administrative systems, enabling Develop or redevelop validation panels to address a wide range of validation-related concerns such as audit, Interoperable learning and administrative systems make it possible to share employer and professional body requirements, staff development needs information across elements in the curriculum lifecycle. Learning design and and constraints on time, location, workload and resources. pedagogic planning tools can aid exploration of new designs, inform the choice of pedagogic approach and facilitate collaborative work between D e sig n Communicate members of internal curriculum teams or between teams in partner Outcomes of the JISC projects eXchanging Course-Related Information (XCRI) institutions as they work to common standards, established, for and Course Validation Reference Model (COVARM) can facilitate the example, by subject benchmarks or professional bodies. exchange of course-related information and support inter- and intra- institutional collaboration on course validation, the development of Initiate or review programme specifications and the production of information for e-Enabled learning, management and administrative systems can learners and other external stakeholders. integrate data generated during the delivery and evaluation phases into documents for audit and course reviews: interoperable systems, for Approve Communicate Resource example, can capture the relationships between courses, modules, Digital learning environments and resources can offer adaptive and subject benchmarks, learning outcomes and assignments. accessible learning opportunities for learners. Pedagogic planning Develop or Resource tools can support logistical planning of sessions. Electronic redevelop The timetabling systems can be synchronised with data on staff, student and room availability. Digital learning resources stored in flexible,Scope curriculum searchable systems can be found easily and re-used. Initiate or review lifecycle Deliver Technology as an enabling factor: Evaluate Support curriculum delivery Assess Evaluate Deliver Data from virtual learning systems can be integrated with data Technology-enhanced practice can engage a wide diversity of from other e-administrative systems to produce a more rapid and learners and increase choice and entitlement. Institutional, Web 2.0 accurate overview of the curriculum. Information can then be shared and personal mobile technologies can be combined to support learners to inform other stages of the curriculum lifecycle. in a variety of learning activities, including work placements. Multimedia and virtual world technologies can help unite dispersed groups of learners Assess Delivery and provide authentic learning opportunities. Technology-enabled formative and summative assessment can ensure prompt feedback and promote active learning. Technology can Support record assessment outcomes for internal course reflection, evaluation and Online systems of support can offer guidance to learners wherever and review. Aspects of learning stored electronically by individual learners can be whenever they need it. Learners with appropriate digital literacy skills can also transferred into e-portfolios, transcripts and records of achievement and made support one another through forums, chat and social media – learning designs can recognise the available to admissions tutors and employers. importance to learners of using their preferred tools and software and, where possible, offer choice.
    • Bringing about curriculum enhancementThe Design Studio A vision for curriculum designThe Design Studio is a dynamic web-based toolkit which draws • Efficient and flexible institutional review and together a range of resources around technology-enhanced validation processescurriculum design and delivery, including those that result • Access to design tools to support effective from the work of the Curriculum Design and Delivery pedagogic designprogrammes and resources from previous JISC and Higher • Interoperable systems that support information flow in Education Academy programmes and other relevant sources. a number of directionsIt is envisaged that the Design Studio will offer institutions a • Ability to respond creatively and flexibly to changing single coherent source of information and guidance to enable cultural and economic climatesthe effective integration of technology into curriculum design • Ability to involve a range of stakeholders in and delivery processes. The curriculum lifecycle concept decision making provides the defining structure for this wiki-based resource and the primary portal to the • Curriculum documentation, course review and validation supporting materials. procedures facilitated by appropriate data • Systems, data and processes capable of supporting reorganisation of units of learning Apply • Learning resources that are searchable, accessible and sharableDesign Studio resources A vision for curriculum deliveryThe emphasis of the Design Studio will be on practical • Curriculum delivery practices that meet the diverse resources that support institutions in achieving a vision for needs of learnersstreamlined and responsive curricula, such as: • Learners fully engaged, appropriately challenged • Models of workflows, systems and processes and supported• Structured case studies • Learners able to show evidence of their skills and achievements against the requirements of employers• Exemplar learning designs and learning resources and professional bodies• Methods, protocols and how-to guides • Learners supported in developing digital literacy • Findings, key messages and lessons learnt and lifelong learning skills• Evidence such as video clips and quotes • Teaching practice informed by current research • Resources for staff development and evidence• Narratives of transformation • Tutors able to obtain timely access to learner information • Tutors able to give prompt, supportive feedback For more information on the Design Studio, see to learnerswww.jiscinfonet.ac.uk/curriculum • Coherent, streamlined systems that not only support learners’ access to information and resources while learning, but also enable transfer of data on progression
    • ‘There has to be widespread stakeholder Successful initiatives are based on a shared and common purpose.agreement about the desirability and Re-engineering the curriculum involves aspects of ‘I view technology as a liberating agent. It presentsfeasibility of the proposed changes, and the means to address learner diversity and target both design and delivery.so how stakeholders feel about them will differentiated learning and reinforcement ‘A new delivery mechanism can change a activities.’be critical to their success.’ design totally... so new technologies in Phil George, Project Manager, KUBE, Kingston CollegeProfessor Stephen Brown, Critical Friend to the JISC particular can drive the design process.’Institutional Approaches to Curriculum Design programme Professor Alan Staley, Head of Learning Technology Development Unit, Birmingham City University Awareness of benefit increases acceptance of change.Managing transformation ‘It is important that... the offering is more s lb odie responsive and accessible to learners and employersAdapting systems and procedures to bring about ona fe s si Aw and the processes are owned by schools with littletransformative change is a significant challenge and ro are n dp ne ss or no increase in the administrative burden onrequires an institution-wide approach. Technology may offer ya or o fnpotential solutions to commonly experienced challenges, but at ut Role of senior curriculum managers ee academic and support staff.’equally important is the effective management of a diversity st • Identify courses to be ds y, redesigned of Maureen Castens, Project Director, UG-FLEX,of roles and perspectives. Effective curriculum change or Role of educational developers/ University of Greenwich • Bring together course re t ladepends more on people than on technology, so supporting staff development teams gi gu teams on restaff through the change process is critical to the success of • Raise awareness and offer al • Direct evaluations and of guidance on pedagogical issues aneach project or initiative. lead change s di nt • Provide examples of good practice Innovative approaches can me • Assess impact on learners nteA model illustrating key institutional roles indicates how and quality • Promote training and skills ire rna development enhance the learning experience. qudifferent teams contribute to the achievement of curriculum Role of quality • Brief external agencies tio • Build relationships between learning f re ‘We are integrating podcasting, Second Life nchange. The model also suggests the importance of the enhancement teams al p technologists, curriculum managers ss osupport and participation of many groups (some with • Offer guidelines to and other practitioners and e-book readers into curriculum delivery ar t n validation panels Educational eneoverlapping and interconnecting functions) as curriculum • Review and amend quality to enhance the work-based experience of ers Deans, associate development Awarchange initiatives take shape. assurance procedures learners studying at a distance.’ deans, heads of advisors, staff Role of library, information • Advise curriculum teams department development and IT services Gabi Witthaus, Teaching Fellow in Distance LearningProject teams participating in the JISC Curriculum Design • Review and act on teams • Advise on resource use and with Technologies, DUCKLING, Universityand Delivery programmes have commenced their work by retention and allocation and assist in of Leicesterengaging key stakeholders and examining institutional achievement data resource productionprocesses, systems and procedures in order to assess Quality • Support learners’ use of Library, information enhancement digital and other resourcesthe socio-technical change management that each project services and IT teams teams • Develop acceptable use policiesentails. Their vision is to develop curriculum design processes Role of estates,and delivery practices that are efficient and flexible, providing administrative and • Monitor use of resources Enhancing the institution’s • Assist learners in developinglearning opportunities that can adapt in a context of marketing teams Estates, Learning and digital and information literacies standing is a unifying force.rapid change. • Provide, maintain or administrative teaching • Offer guidance to curriculum ‘At the heart of this project is the desire to redesign physical learning and marketing committee teamsEach project addresses a number of challenges and spaces in line with learning and teaching strategy teams create more effective communication aboutinvolves the participation of a range of stakeholders in the • Monitor use of physical spaces Student what is important about the educationalachievement of its aims. support and using data from curriculum guidance experience at our institution.’ Awa teams and other systems Catherine Owen, Project Manager, Patterns in‘One of the key challenges... is how to • Capture and collate data from Role of learning and teaching ren Principles, University of Strathclyde different systems committee essengage students, peers and tutors in • Provide and update course • Agree learning and sd of information teaching strategy in line eecreative and mutually beneficial dialogue ins Role of student support and n with institutional mission s’ tit guidance teams er • Set objectives for the ucharacterised by innovative and reflective Transformative uses of technology tio oy • Support students enhancement of the pl n’ post enrolment are those that empower learners. em curriculum scritical thinking – both in face-to-face, ro • Offer guidance on d • Monitor progress in le nd ‘Traditional methods of delivering teaching and an s‘ a st employability skills achievement of aims rdistance and work-based flexible an din • Advise course teams ar ne learning are being transformed by the use of e gi on the production fllearning contexts.’ nt and dissemination of so technology to enable learners to become active he n es w id er course information are participants in their learning.’Professor Peter Chatterton, Critical Friend to the JISC com Aw mun Patricia Forrest, Project Director, Making the New DiplomaTransforming Curriculum Delivery through Technology ity a Success, Lewisham Collegeprogramme
    • Participating projects Managing Curriculum ChangeThe following projects have been funded under the JISC Curriculum Design and Further information Web: www.jisc.ac.ukDelivery programmes. Email: info@jisc.ac.uk Tel: +44 (0)117 331 0789Institutional approaches to Staffordshire University Institutional Change Initiative forcurriculum design Curriculum Development (ENABLE)Birmingham City University The Open UniversityTechnology-Supported Processes for Agile and References Acknowledgements Open University Learning Design Initiative (OULDI-JISC)Responsive Curricula (T-SPARC) University of Bolton JISC e-Learning programme JISC would like to thank all those who contributedCardiff University Coeducate www.jisc.ac.uk/elearningprogramme to this publication, in particular: Helen Beetham,Programme Approval Lean Electronic Toolset (PALET) University of Cambridge consultant to the JISC e-Learning programme; AndrewCity University London Institutional Approaches to Curriculum Design Course Tools Comrie, Kerson Associates Ltd; Dr Peter Findlay, AssociateProcess Re-engineering Design for an Interdisciplinary programme Director, QAA; the Curriculum Design and Delivery SupportCurriculum with Technology (PREDICT) University of Greenwich www.jisc.ac.uk/curriculumdesign and Synthesis project team; those involved in the projects UG-FLEXLeeds Metropolitan University Transforming Curriculum Delivery through and those acting as critical friends or advisors to thePersonalised Curriculum Creation through Coaching (PC3) University of Strathclyde Technology programme projects whose work has informed the content of this Principles in Patterns (PiP) www.jisc.ac.uk/curriculumdelivery publication.Manchester Metropolitan UniversitySupporting Responsive Curricula (SRC) University of Ulster JISC infoNet ©HEFCE, 2009 Viewpoints www.jiscinfonet.ac.uk The Design Studio www.jiscinfonet.ac.uk/curriculum The Higher Education Academy www.heacademy.ac.ukTransforming curriculum delivery The Open University Achieving Transformation, Enhanced Learning and Bectathrough technology Innovation through Educational Resources in Design www.becta.org.ukCollege of West Anglia (funded by Becta) (ATELIER-D)Springboard TV – An Internet TV Station to Enrich University of Bristol The Curriculum Design and Delivery projects areTeaching and Learning eBioLabs supported by a network of organisations and communityCoventry University experts participating in a Support and Synthesis project University of ExeterCoventry Online Writing Laboratory (COWL) led by JISC infoNet in partnership with other JISC Advance University of Exeter Business School IntegrativeKingston College services, JISC CETIS, the JISC Regional Support Centres Technologies Project (Integrate)Kingston Uplift for Business Education (KUBE) and the Higher Education Academy. University of HertfordshireKingston University and De Montfort University Effecting Sustainable Change in Assessment PracticeMobilising Remote Student Engagement (MoRSE) and Experience (ESCAPE)Lewisham College (funded by Becta) University of LeicesterMaking the New Diploma a Success Delivering University Curricula: Knowledge, LearningMiddlesex University and INnovation Gains (DUCKLING)Information Spaces for Collaborative Creativity (ISCC) University of OxfordNewcastle University Developing New Models to Transform the Delivery andDynamic Learning Maps Support of Learning for Continuing and ProfessionalSt George’s University London Learning (Cascade)Generation 4 (G4) University of Westminster Making Assessment Count (e-Reflect)