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T-SPARC poster


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The poster describes the T-SPARC project undertaken by Birmingham City University within the JISC Curriculum Design Transformation programme.

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T-SPARC poster

  1. 1. Technology-Supported Processes for Agile and Responsive Curricula Core Aim 1 Core Aim 2 Core Aim 3 Core Aim 4 Redesign of the ICT Electronic representation Informing programme infrastructure which Electronic support for of programmes and design activity through underpins the workflow of course team dialogue underpinning evidence atthe enhanced provision the curriculum design and during their programme (and leading up to) theof pertinent information programme approval design activity point of approval processes = Moodle = Mahara = SharePoint The Ladder of EngagementSince we are using technologies already adopted by the University, we can concentrate on supporting the use of these technologies in new modesto support new workflows. This means that ‘stakeholder engagement’ is our highest priority; we are using the model below as a template for this engagement – it guides our communication plans and defines the type of activity needed to achieve a particular level of ‘buy-in’: Notify Inform Consult Involve Collaborate Empower Stakeholders may encounter Stakeholders are regularly Project staff obtain views Project staff work with All aspects of decision Stakeholders set agendas engagement project publicity. and reliably informed, of stakeholders. stakeholders through making processes are for change. Self Level of made aware of their rights Stakeholders receive full decision making processes undertaken in partnership organisation and and ways of participating feedback on decisions to ensure views are with stakeholders. responsibility over in the project. taken. understood and taken into management is held by account. stakeholders. Stakeholders as passive Stakeholders as passive Stakeholders as Stakeholders as project Stakeholders as Stakeholders as Stakeholder roles recipients of recipients of broadly respondents. Designated team members. collaborators. Stakeholders (independent) designers. uncontextualised contextualised consultation time/space in Stakeholder appointment on management Distributed decision information. Dialogue with information. Dialogue meetings. Feedback/right on project boards. committees. Stakeholder making. Stakeholder project staff is not expected. with project staff is of reply strategies. Some Stakeholders supported in shaped policy making. managers. Stakeholder implicitly welcomed but dialogue with project staff their involvement through Stakeholder interest/action ‘ownership’ of resources, not explicitly invited. is expected. training. groups. events, policies and learning. Occasional newsletters. Briefings. Regular blogs. Comment/opinion polls. Workshops. Voting. Active Stakeholder led Stakeholder managed Engagement tools Access to minutes and Targeted letters. Focus groups focus groups. Joint-lead consultations. Interviews consultation activities and documents. Static website. (stakeholders as consultations. Interviews open / closed (stakeholder tools development. respondents). Project staff (open). directed). Open forums. led consultation Rich picture activities. workshops. Project staff Away days with led questionnaires and stakeholders and project interviews. teams. Potential for peripheral Potential for informed, Widespread verifiable Emergent reaction data is Agendas emerge only from New mechanisms are Anticipated general awareness. contextualised awareness. contextualised awareness. not framed exclusively by collaborative activity with established which are Effect Emergence of reaction project staff. Stakeholder stakeholders. stakeholder owned. Project data. agendas are collected and is self-sustainable with no recognised. expectation of project team intervention. Adapted from Rudd et al (2006) Scope Activity Because the focus of the T-SPARC project is Committee and working group activities include: curriculum design, it necessarily touches upon • Learning and Teaching Committee a whole raft of University work-streams. As • Working group for the redesign of the review such, the Project Team advance the aims of and approval mechanisms the T-SPARC project through working with all • Working group for the Learning Community of the themes shown in the Wordle graphic to initiative (student engagement) the right (centre bottom) through existing • RoLEx (Redesign of the Learning Experience) University working groups and committees. Project Board