Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Viewpoints: Encouraging creativity and reflection in the curriculum<br />	Dr Alan Masson, Catherine O’Donnell and Jill Har...
Session Outline<br /><ul><li>An Introduction to Viewpoints.
Viewpoints themes and perspectives.
Learner Engagement, Information Skills, Assessment and Feedback and Creativity and Innovation.
Course and module view.
Viewpoints workshop taster.
Learner Engagement, Information Skills and Assessment and Feedback.
Sharing of experiences and research.
Some examples of previous workshop outputs, photos, findings.
Some evaluation findings, brief discussion, questions and close.</li></li></ul><li>An Introduction to Viewpoints<br /><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:...
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...
Assessment and Feedback Principles<br />REAP (http://www.reap.ac.uk/)<br />Clarify good performance.<br />Encourage time a...
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 />
Users/teams define the outputs<br />These can be orderly or messy – it’s up to the team.<br />
Workshop Taster <br /><ul><li>An opportunity for you to use some of the Viewpoints resources.</li></li></ul><li>Group work...
Task 1: Consider your scenario (5 minutes)<br /><ul><li>Consider the module scenario you have been given.
Record brief details in the ‘objective’ space provided.
E.g. improve learner engagement, redesign an information skills strategy or improve assessment and feedback methods.
Begin to think about how the theme your group has been given could help you meet your chosen objective(s).
You might find it useful to make notes on the worksheet using markers or post-its as you go along.</li></li></ul><li>Task ...
Task 3 – Map principles to student learning timeline (10 minutes)<br /><ul><li>Place the cards on the student timeline, wh...
Task 5 – Share plans (about 10 minutes)<br /><ul><li>One or two members from each group will be asked shortly to briefly f...
Upcoming SlideShare
Loading in …5
×

Seda Conference 5 May 2011

704 views

Published on

  • Be the first to comment

  • Be the first to like this

Seda Conference 5 May 2011

  1. 1. Viewpoints: Encouraging creativity and reflection in the curriculum<br /> Dr Alan Masson, Catherine O’Donnell and Jill Harrison<br />SedaWorkshop<br /> 5th May 2011<br />
  2. 2. Session Outline<br /><ul><li>An Introduction to Viewpoints.
  3. 3. Viewpoints themes and perspectives.
  4. 4. Learner Engagement, Information Skills, Assessment and Feedback and Creativity and Innovation.
  5. 5. Course and module view.
  6. 6. Viewpoints workshop taster.
  7. 7. Learner Engagement, Information Skills and Assessment and Feedback.
  8. 8. Sharing of experiences and research.
  9. 9. Some examples of previous workshop outputs, photos, findings.
  10. 10. Some evaluation findings, brief discussion, questions and close.</li></li></ul><li>An Introduction to Viewpoints<br /><ul><li>Viewpoints is a JISC funded curriculum design project.
  11. 11. It has a remit to create a series of reflective tools to promote & enhance effective curriculum design.
  12. 12. The tools use a learner timeline with established principles to help staff consider areas such as:
  13. 13. assessment and feedback,
  14. 14. information skills,
  15. 15. learner engagement and
  16. 16. 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 />
  17. 17. 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 on back of cards. <br />http://www.flickr.com/photos/viewpointsproject/<br />
  18. 18. 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 />
  19. 19. 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 />
  20. 20. 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 />
  21. 21. CourseLevel Perspective<br />Supports those who wish to look at Course View.<br />
  22. 22. A Course Level Worksheet Example<br />
  23. 23. ModuleLevel Perspective<br />Supports those who wish to look at Module View.<br />
  24. 24. A Module Level Worksheet Example<br />
  25. 25. Users/teams define the outputs<br />These can be orderly or messy – it’s up to the team.<br />
  26. 26. Workshop Taster <br /><ul><li>An opportunity for you to use some of the Viewpoints resources.</li></li></ul><li>Group work scenarios<br />Group 1: Learner engagement, Module level.<br /> Increase student engagement among Year 1 students.<br />Group 2: Learner engagement, Module level.<br />Increase the employability of graduates during their final year.Group 3: Information Skills, Module Level.<br />Help Year 1 students develop information skills.<br />Group 4: Information Skills, Module Level.Support postgraduate dissertation students.<br />Group 5: Assessment and Feedback, Module Level.<br /> Help Year 1 students with their transition to Higher Education.Group 6: Assessment and Feedback, Module Level.<br /> Improve feedback methods among Year 2 students.<br /> *** You can move tables if you prefer.<br />
  27. 27. Task 1: Consider your scenario (5 minutes)<br /><ul><li>Consider the module scenario you have been given.
  28. 28. Record brief details in the ‘objective’ space provided.
  29. 29. E.g. improve learner engagement, redesign an information skills strategy or improve assessment and feedback methods.
  30. 30. Begin to think about how the theme your group has been given could help you meet your chosen objective(s).
  31. 31. You might find it useful to make notes on the worksheet using markers or post-its as you go along.</li></li></ul><li>Task 2 – Select principles (5 minutes)<br />Spend about 5 minutes exploring the set of principles provided (front of cards) and choose any that may help address your group’s objective(s).<br />
  32. 32. Task 3 – Map principles to student learning timeline (10 minutes)<br /><ul><li>Place the cards on the student timeline, where you think relevant, considering the scenario and student perspective.Note: you can place the same cards in more than one place on the timeline.</li></li></ul><li>Task 4 – Select implementation ideas (15 minutes)<br />Turn over the most important card(s) and select ideas that could help your group achieve your agreed objective(s).<br />Discuss how your ideas could be used in practice. <br />Make notes using post-its or markers on the worksheet.<br />Note any overall action points and reflections.<br />
  33. 33. Task 5 – Share plans (about 10 minutes)<br /><ul><li>One or two members from each group will be asked shortly to briefly feed back progress and key features of your group output.
  34. 34. Spend a few minutes now deciding what your group would like to share.
  35. 35. Each group will have a minute or two to share.</li></li></ul><li>Before we share some of our findings we would appreciate it if you could spend a few minutes complete a short evaluation questionnaire.<br />
  36. 36. Some benefits we have observed from workshops to date<br />
  37. 37. The Viewpoints Workshop Environment<br /><ul><li>Informal room layout sets tone for activity;
  38. 38. Flat surface – people cluster around worksheet;
  39. 39. Tactile resources – encourage experimentation / enquiry;
  40. 40. Open and flexible format – facilitates “ownership”;
  41. 41. Customisable resources and “user interface” – promotes creativity;
  42. 42. Storyboard structure – focus on low risk conversations.</li></li></ul><li>User outputs (valued by teams)<br /><ul><li>Form basis of an Assessment & Feedback (or other theme) strategy.
  43. 43. Provide reference for future course team discussions (planning resource).
  44. 44. Key information currently transcribed into table (Word or other format).
  45. 45. Note: online tool to be developed to capture structured outputs.</li></li></ul><li>Building effective teams<br /><ul><li>This can be done in a shorter period of time through:
  46. 46. Informal environment.
  47. 47. Establishing shared meanings and priorities.
  48. 48. Facilitating discussions and the sharing of ideas.
  49. 49. Consensus building.
  50. 50. Collaborative development of the workshop output.</li></li></ul><li>Shared meanings and priorities<br />
  51. 51. Interactive and engaging<br />
  52. 52. Facilitated discussions<br />
  53. 53. Informative and supporting<br />
  54. 54. Using the Viewpoints approach and resources<br /><ul><li>Brief discussion and brainstorming activity about how the Viewpoints approach may be applicable to other institutions and/or teaching practice (15 minutes). </li></li></ul><li>Summary of the main benefits of Viewpoints approach<br /><ul><li>Outputs - valued by course teams</li></ul>Also,<br /><ul><li>Feedback – workshop process delivered a number of key benefits for course leaders / subject co-ordinators (social dimension)
  55. 55. The social dimension – transformational.</li></li></ul><li>Conclusions<br /><ul><li>By now you should:
  56. 56. Be aware of the Viewpoints project.
  57. 57. Have seen some resources and also examples of staff using Viewpoints resources and prompts.
  58. 58. Have had an opportunity to use some of the resources while considering your challenge(s).</li></ul>Thanks for your participation!<br />
  59. 59. Any Questions?<br />
  60. 60. Further information<br />Viewpoints project blog: http://viewpoints.ulster.ac.uk<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 />

×