Sustaining and embedding innovations to achieve institutional enhancement in learning and teaching<br />Viewpoints Project...
Session Outline<br /><ul><li>An Introduction to Viewpoints.
Some examples of Viewpoints workshop outputs, photos, findings etc.
Conclusions, followed by group discussions on enablers and barriers for achieving institutional alignment.</li></li></ul><...
It has a remit to create a series of reflective tools to promote & enhance effective curriculum design.
The tools use a learner timeline with established principles to help staff consider areas such as:
assessment and feedback,
information skills,
learner engagement and
creativity and innovation </li></ul>while considering the learner perspective.<br />A short video introduction on YouTube:...
Assessment and Feedback Principles<br />REAP (http://www.reap.ac.uk/)<br />Clarify good performance.<br />Encourage time a...
Learner Engagement Principles<br />	The principles of learner engagement are based upon the  8 Learning Events Model devel...
Information Skills Principles<br />SCONUL 7 Pillars (http://www.sconul.ac.uk)<br />Define the task and understand the topi...
Creativity and Innovation Principles<br />CHEP creativity working group (http://www.ulster.ac.uk/centrehep/creativity_curr...
CourseLevel Perspective<br />Supports those who wish to look at Course View.<br />
A Course Level Worksheet Example<br />
ModuleLevel Perspective<br />Supports those who wish to look at Module View.<br />
A Module Level Worksheet Example<br />
A typical workshop walkthrough<br />At module level.<br />
Module timeline worksheet<br />Teams work around the module worksheet, shown here as blank before they begin.<br />
Choosing a theme/set of cards<br />The team should have already decided which pedagogical theme they are working on – Asse...
Choosing an objective<br />The team decide on an objective for their session and write it at the top of the module workshe...
Reading the front of the cards<br />The team read the principles on the front of the cards, choosing ones appropriate to t...
Mapping the cards to the timeline<br />The team take their selected cards and map them to the appropriate point on the tim...
Reading examples on cards<br />The course team turn the cards over and read the examples/ideas on the back. <br />
Choosing relevant examples <br />The team select any examples that would fit with their course objective and their teachin...
Adding in own ideas/comments<br />The team write on any of their own ideas or comments, in order to tailor the examples to...
Sample finished worksheets<br />
Users/teams define the outputs<br />These can be orderly or messy – it’s up to the team.<br />
Some evaluation findings<br />
www.wordle.net<br />
Table 1: Viewpoints Approach<br />
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Blended Learning Conference: Sustaining and embedding innovations to achieve institutional enhancement in learning and teaching

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This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.

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  • Use this slide in the afternoon to demonstrate what value Viewpoints is having – according to participants (across 7 data sets)
  • I think this would be good to include somewhere – value of the Viewpoints process by participants (Radiographers) on a late Friday afternoon
  • Quote made from one participant (and made into a tagcloud in Wordle)Quote reads “Visual, interactive, fun, productive, collaborative” (Participant at the SEDA Conference, May 2011)
  • Blended Learning Conference: Sustaining and embedding innovations to achieve institutional enhancement in learning and teaching

    1. 1. Sustaining and embedding innovations to achieve institutional enhancement in learning and teaching<br />Viewpoints Project Presenter: Catherine O’Donnell<br />Sixth International Blended Learning Conference<br />16th June 2011.<br />
    2. 2. Session Outline<br /><ul><li>An Introduction to Viewpoints.
    3. 3. Some examples of Viewpoints workshop outputs, photos, findings etc.
    4. 4. Conclusions, followed by group discussions on enablers and barriers for achieving institutional alignment.</li></li></ul><li>An Introduction to Viewpoints<br /><ul><li>Viewpoints is a JISC funded curriculum design project.
    5. 5. It has a remit to create a series of reflective tools to promote & enhance effective curriculum design.
    6. 6. The tools use a learner timeline with established principles to help staff consider areas such as:
    7. 7. assessment and feedback,
    8. 8. information skills,
    9. 9. learner engagement and
    10. 10. creativity and innovation </li></ul>while considering the learner perspective.<br />A short video introduction on YouTube: http://www.youtube.com/watch?v=Ux0Bv7fRrQI<br />
    11. 11. Assessment and Feedback Principles<br />REAP (http://www.reap.ac.uk/)<br />Clarify good performance.<br />Encourage time and effort on task.<br />Deliver high quality feedback.<br />Provide opportunities to act on feedback.<br />Encourage interaction and dialogue.<br />Develop self-assessment and reflection.<br />Give assessment choice.<br />Encourage positive motivational beliefs.<br />Inform and shape your teaching.<br />*Implementation ideas for each principle on back of cards.<br />
    12. 12. Learner Engagement Principles<br /> The principles of learner engagement are based upon the  8 Learning Events Model developed by LabSET, University of Liège, Belgium. <br />Receive.<br />Create.<br />Debate.<br />Explore.<br />Imitate.<br />Experiment.<br />Practice.<br />Meta-Learn.<br />*Implementation ideas for each principle <br />on back of cards. <br />http://www.flickr.com/photos/viewpointsproject/<br />
    13. 13. Information Skills Principles<br />SCONUL 7 Pillars (http://www.sconul.ac.uk)<br />Define the task and understand the topic.<br />Identify appropriate resources.<br />Search effectively.<br />Find and extract information.<br />Compare and analyse information.<br />Organise and share information ethically.<br />Interpret information and create new content.<br />*Implementation ideas for each principle on back of cards.<br />
    14. 14. Creativity and Innovation Principles<br />CHEP creativity working group (http://www.ulster.ac.uk/centrehep/creativity_curriculum.html)<br />Collaborative learning.<br />‘Open-box’ modules.<br />Negotiation.<br />‘Real-life’ learning situations.<br />Novel approaches to learning.<br />Assessment that focuses on process.<br />Use of debates.<br />Beyond the discipline.<br />Enquiry-based learning.<br />*Implementation ideas for each principle on back of card have still to be added.<br />
    15. 15. CourseLevel Perspective<br />Supports those who wish to look at Course View.<br />
    16. 16. A Course Level Worksheet Example<br />
    17. 17. ModuleLevel Perspective<br />Supports those who wish to look at Module View.<br />
    18. 18. A Module Level Worksheet Example<br />
    19. 19. A typical workshop walkthrough<br />At module level.<br />
    20. 20. Module timeline worksheet<br />Teams work around the module worksheet, shown here as blank before they begin.<br />
    21. 21. Choosing a theme/set of cards<br />The team should have already decided which pedagogical theme they are working on – Assessment and Feedback, Information Skills, Learner Engagement or Creativity – and look at the card pack for that theme.<br />Assessment and Feedback cards are pictured here.<br />
    22. 22. Choosing an objective<br />The team decide on an objective for their session and write it at the top of the module worksheet.<br />
    23. 23. Reading the front of the cards<br />The team read the principles on the front of the cards, choosing ones appropriate to their objective.<br />
    24. 24. Mapping the cards to the timeline<br />The team take their selected cards and map them to the appropriate point on the timeline (e.g. at the induction phase, during first few weeks of course)<br />
    25. 25. Reading examples on cards<br />The course team turn the cards over and read the examples/ideas on the back. <br />
    26. 26. Choosing relevant examples <br />The team select any examples that would fit with their course objective and their teaching practice. <br />
    27. 27. Adding in own ideas/comments<br />The team write on any of their own ideas or comments, in order to tailor the examples to their own module.<br />
    28. 28. Sample finished worksheets<br />
    29. 29. Users/teams define the outputs<br />These can be orderly or messy – it’s up to the team.<br />
    30. 30. Some evaluation findings<br />
    31. 31. www.wordle.net<br />
    32. 32. Table 1: Viewpoints Approach<br />
    33. 33. Table 2: Viewpoints Approach(External Events)<br />
    34. 34. Table 3: Viewpoints Approach(Internal Events)<br />
    35. 35. Value of the Viewpoints’ Process<br />“Getting the team together to plan”<br />“Comprehensive coverage of principles”<br />“It is clear, thought provoking and engaging”<br />“Flexibility and simplicity”<br />“To start with a ‘blank sheet’ and to be more innovative in approach”<br />It brought out different voices and ways of thinking”<br />“It made the team look at the course from a different aspect”<br />“Helps to keep the student perspective at the forefront of each decision made”<br />(Radiographers, School of Health Sciences<br />….on a late Friday afternoon)<br />
    36. 36. www.wordle.net<br />
    37. 37. Conclusions<br /><ul><li>By now you should:
    38. 38. Be aware of the Viewpoints project.
    39. 39. Have seen some resources and also examples of staff using Viewpoints resources and prompts.
    40. 40. Be ready to discuss some of the enablers and barriers for achieving institutional alignment.</li></li></ul><li> Any Questions?<br />
    41. 41. Further information<br />Viewpoints project blog: http://viewpoints.ulster.ac.uk<br />Viewpoints team<br />Dr Alan Masson, Project Director - aj.masson@ulster.ac.uk<br />Catherine O’Donnell, Academic E-Learning Consultant - c.odonnell@ulster.ac.uk<br />Karen Virapen, Instructional Technologist - k.virapen@ulster.ac.uk<br />Jill Harrison, Instructional Technologist - ja.harrison@ulster.ac.uk<br />Dr Vilinda Ross, Research Fellow - v.ross@ulster.ac.uk<br />

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