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OEGlobal18 Opening the Curriculum through Open Educational Practices


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This presentation from OEGlobal Delft, 25 April, 2018 goes with the full article published in Open Praxis. The full text is available here:

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OEGlobal18 Opening the Curriculum through Open Educational Practices

  1. 1. Opening the Curriculum Through Open Educational Practices Professor Laura Ritchie University of Chichester @laura_ritchie Image CC-By-NC by Cindee Snider Re
  2. 2. Why Open? Stepping outside the traditional framework gives: • Permission to believe • Permission to proceed Co-learning Co-responsibility Co-achievement Image CC-By by Tawheed Manzoor
  3. 3. Rubric & Conformity No institution wants a rogue. Teaching & methods have to align with benchmarks & standards… Image CC-BY by Laura Ritchie
  4. 4. “…holders will have the qualities and transferable skills necessary for employment requiring: From the UK Quality Code for Higher Education p.26 • the exercise of initiative and personal responsibility • decision-making in complex and unpredictable contexts • the learning ability needed to undertake appropriate further training of a professional or equivalent nature.” (p.26)
  5. 5. In music? The competitive basis upon which musicians are generally employed – a musician may be “employable” in the sense of being able to fulfil a professional engagement perfectly competently, but be passed up for another musician who is felt able to offer something more. Of late, this let to an increased importance of free-lance careers. Lacking stable employment opportunities that suffice to maintain an average living standard, many musicians are furthermore forced to engage in a variety of activities to earn their living, including some which may be ‘music-related, but other than the conventional act of performing – ie a concert or gig’ (portfolio career).” (Tuning educational structures in Europe: Reference points for the design and delivery of degree programmes in Music, 2014, p.26)
  6. 6. Students planned: Transport Accommodation Teaching Performances Wrote the week-by-week handbook …and set the assessment deadlines
  7. 7. • Teaching teachers Teaching • Teaching students
  8. 8. Teaching Individuals:
  9. 9. Teaching at the primary school: Parents: Classes:
  10. 10. Collaboration
  11. 11. Most importantly… Included their goals.
  12. 12. Planning, management, & logistics
  13. 13. The Musiquality Project Name Your Initiative:
  14. 14. Scholarly deliverables? ?
  15. 15. Conference presentations
  16. 16. Nottingham 10-11 Sept, 2015 Manchester 7 Sept, 2017
  17. 17. By @visualthinkery Images CC-0 by @cogdog
  18. 18. Transferability? Yes. You can do it too. • Outcomes can be measured • Align OEP with existing, understood goals for deliverables • Skills are at the centre of the module – From skills come the tasks Image CC-BY by Marco Verch
  19. 19. Balance and sensitivity “Acknowledge the need for critical approaches and inequality-focused perspectives” (Cronin, 2018) Image CC-BY by Hiroh Satoh
  20. 20. Taught framework: • Small group structure – Active engagement – Several groups possible • mentored, yet working independently – Integrated community / public engagement Image CC-BY-NC by Anita Gould
  21. 21. Teacher considerations? 1. Risk? (yes.) 2. Relinquish control 3. Willingness to fail 4. Participate as equals Image CC-BY-NC by Feel Mystic
  22. 22. of the Image CC-BY by Pic Basement “Assessment studentsis used to give Opportunity to demonstrate achievement relevant programme learning outcomes” Uk Quality Code For Higher Ed, p.34