Introducing the design studio


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a workshop presentationon curriculum design that introduces the idea of the Design Studio as an approach at Sheffield Hallam University and shares the Viewpoints method developed by the University of Ulster

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Introducing the design studio

  1. 1. The Design Studio <ul><li>Andrew Middleton </li></ul><ul><li>Head of Innovation & Professional Development, QESS </li></ul>(CC) pimousse3000
  2. 2. <ul><li>Course Planning </li></ul><ul><li>Where do you start? </li></ul><ul><li>… then what? </li></ul><ul><li>… and other challenges </li></ul>
  3. 3. Introducing a Design Studio approach <ul><li>Curriculum Design, …Plan, …Develop, …Deliver? </li></ul><ul><li>In contrast </li></ul><ul><li>The Design Studio method will, </li></ul><ul><ul><li>share experience </li></ul></ul><ul><ul><li>be enjoyable </li></ul></ul><ul><ul><li>create a consistent, supported process </li></ul></ul><ul><ul><li>encourage consistency </li></ul></ul><ul><ul><li>clarity </li></ul></ul><ul><ul><li>formal collaboration </li></ul></ul><ul><li>enhance project revealed Academic, </li></ul><ul><ul><li>inexperience </li></ul></ul><ul><ul><li>detachment </li></ul></ul><ul><ul><li>diverse practice </li></ul></ul><ul><ul><li>inconsistency </li></ul></ul><ul><ul><li>uncertainty </li></ul></ul><ul><ul><li>isolation </li></ul></ul>
  4. 4. Objective for the Design Studio <ul><li>An approach that is, </li></ul><ul><li>Highly usable </li></ul><ul><li>Agile – works for different needs, situations, people </li></ul><ul><li>Collaborative, creative and critical </li></ul><ul><li>Resulting in, </li></ul><ul><li>pedagogic and curriculum innovation </li></ul><ul><li>and an engaging teaching and learning experience </li></ul>
  5. 5. <ul><li>Suitable for the approval of, </li></ul><ul><li>new courses </li></ul><ul><li>annually reviewed provision, and </li></ul><ul><li>5 Yearly Review </li></ul>Applications
  6. 6. Devices to support Curriculum Design Collaboration <ul><li>What could a designed approach look like? </li></ul><ul><li>Who's there? </li></ul><ul><li>What happens? </li></ul><ul><li>What is produced? </li></ul><ul><li>What happens next? </li></ul>
  7. 7. The Design Team members <ul><li>Design Facilitator: experienced mentor and advocate </li></ul><ul><li>Academic Lead: responsibility for taking it forward </li></ul><ul><li>Student Designer: an equal design partner </li></ul><ul><li>Academic peers: sharing experience </li></ul><ul><li>Quality Adviser: advising on process </li></ul><ul><li>Administrative adviser: logistics and processes </li></ul><ul><li>LTA adviser: supporting innovation </li></ul><ul><li>E-learning adviser: supporting best use of Blackboard etc </li></ul><ul><li>Information adviser: readings and resources </li></ul><ul><li>Learning adviser: embedding learning literacies </li></ul><ul><li>Professional & Employer representatives: employability </li></ul>
  8. 8. Viewpoints <ul><li>University of Ulster’s Viewpoints method </li></ul><ul><li> </li></ul><ul><li>Using ‘Lenses’ – approaching the design by considering principle-based themes e.g. assessment, employability, learner engagement, etc </li></ul><ul><li>Collaboration workshops </li></ul>
  9. 9. Module timeline worksheet <ul><li>Teams work together around the module (or course) design worksheet </li></ul>
  10. 10. Choosing a ‘lens’ <ul><li>Lens - theme/set of cards, a view of the course </li></ul><ul><li>Lenses include </li></ul><ul><ul><li>Assessment and Feedback </li></ul></ul><ul><ul><li>Information Skills </li></ul></ul><ul><ul><li>Learner Engagement </li></ul></ul><ul><ul><li>Creativity </li></ul></ul><ul><ul><li>Graduate Outcomes/Attributes </li></ul></ul><ul><ul><li>… </li></ul></ul><ul><li>Thematic lens card sets prompt design discussion based on: </li></ul><ul><ul><li>Principles </li></ul></ul><ul><ul><li>HEFCE code of practice </li></ul></ul><ul><ul><li>Examples </li></ul></ul>Assessment and Feedback cards are pictured here (principles based on REAP project).
  11. 11. Choosing an objective <ul><li>The team decide on an objective for their session and write it at the top of the module worksheet </li></ul>The ‘objective’ guides the design team through the process This is different to learning outcomes which can also be stated
  12. 12. Reading the front of the cards <ul><li>The team read the principles on the front of the cards, choosing ones appropriate to their objective* </li></ul>* The ‘objective’ of their design focus
  13. 13. Mapping the cards to the timeline <ul><li>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) </li></ul>
  14. 14. Reading examples on cards <ul><li>The course team turn the cards over and read the examples/ideas on the back. </li></ul>
  15. 15. Choosing relevant examples <ul><li>The team tick any examples that align with their course outcomes </li></ul>
  16. 16. Adding in own ideas/comments <ul><li>The team write on any of their own ideas or comments, in order to tailor the examples to their own module. </li></ul>
  17. 17. Sample finished worksheets
  18. 18. Discussion <ul><li>the benefits of a structured, collaborative design approach; </li></ul><ul><li>the actual methods used and the roles involved; </li></ul><ul><li>the use of lenses or themes; </li></ul><ul><li>where next. </li></ul>
  19. 19. Where next? <ul><li>Work with pilot teams </li></ul><ul><li>Refine, develop and release the materials for use at scale over semester 2 </li></ul><ul><li>Partners/designers wanted! </li></ul>