Content-based curricula which require students to have facts at the tip of the tongue has had its day. Multiplication tables, historical dates, scientific formulae and so on are all important, but they are never further than a search engine away. More important is the application of facts in real world scenarios. Their application gives them context, makes them useful to the learner and makes the concepts transferable. The challenge for education is to move from content-based to practice-based curricula. Technology will be an enabler in this process delivering content and the communication medium for students to participate in disciplinary learning projects.
34. Knowledge is many things
“Our education system has mined our minds in the way that we
strip mined the earth for particular commodities and for the
future it will not serve us.”
Ken Robinson
43. Lets value Creativity
“My contention is that creativity now is as important in
education as literacy and we shoul d treat it with the same
status”
Ken Robinson
Follow a dream
49. Assessment method
Assessments
●Students built a portfolio for assessment which
would include an
oEssays, peer reviews and a presentation which they
delivered
●And optionally:
oSeminar contributions, forum discussions, and a journal
52. Achieved the Holy Grail
Curriculum covered
Maintained and developed learning autonomy (using
peer collaboration)
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53. The future of learning
1 Supporting creativity
2 Through developing CRI
3a Through using experts to teach us
Inspiration
3b Peers to develop skills & motivate
Constructive criticism
3c Becoming experts and teachers
Reflection
54.
55. A widening spiral of knowledge
Need to know basis
Context
and
Relevance
56. Top tips for developing project-based
curriculum
56
57. Specialism
Give your students a specialism at the start of the course
Expect them to apply the concepts of the curriculum to their
specialism
58. Portfolio of knowledge and practice
Expect a portfolio
Optionally include elements of their learning
Reflections of learning include learning
•WhatI did
•What I contributed
•What I learnt
•What I shared
•What I taught others
63. Blend it
Assess it
But don't forget to:
Align it
Make it personal
Make opportunities for students to
learn together
64. The Future of Learning
Change the infrastructure
Change of expectations
Opportunities for:
•Inspiration
•Constructive criticism
•Reflection
65. References
•Sambell, K., McDowell, L. & Montgomery, C., 2013.Assessment for Learning in Higher Education,
London:Routledge.
•Pryor, J. &Crossouard, B., 2010. Challenging formative assessment: disciplinary spaces and identities.Assessment
& Evaluation in Higher Education, 35(3), pp.265–276
•Lave, J. & Wenger, E., 1991Legitimate Peripheral Participation, Cambridge, UCPpp.
•Torrance, H., 2012. Formative assessment at the crossroads:conformative,deformativeand transformative
assessment.Oxford Review of Education, 38(3), pp.323–342.
•Snyder, B.R., 1971.The hidden curriculum, New York: Knopf.
•Sadler, D.R., 1989. Formative assessment and the design of instructional systems.Instructional Science,
18(2), pp.119–144.
•Nicol, D., 2009. Assessment for learner self‐regulation: enhancing achievement in the first year using learning
technologies.Assessment & Evaluation in Higher Education, 34(3), pp.335–352.
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