Prog mtg 2010 helen outputs

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  • The two programmes are looking to explore how technology can support institutions to address challenges at both institutional, department and subject level – for example developing flexible credit frameworks and agile design processes to support the development of employer-led flexible courses at an institutional level, and supporting the delivery of more flexible learning to learners whilst out on workplace.
  • The two programmes are looking to explore how technology can support institutions to address challenges at both institutional, department and subject level – for example developing flexible credit frameworks and agile design processes to support the development of employer-led flexible courses at an institutional level, and supporting the delivery of more flexible learning to learners whilst out on workplace.
  • The two programmes are looking to explore how technology can support institutions to address challenges at both institutional, department and subject level – for example developing flexible credit frameworks and agile design processes to support the development of employer-led flexible courses at an institutional level, and supporting the delivery of more flexible learning to learners whilst out on workplace.
  • Design studio is a dynamic and developing wiki-based toolkit. Providing access to existing resources around curriculum design and delivery With the development and sharing of project resources. Community input is key. Will include structured case studies, methods and protocols, evidence, findings, learning designs, workflows, process models, staff development resources
  • Prog mtg 2010 helen outputs

    1. 1. An overview of Curriculum Design and Delivery Programmes 10/05/10 | | Slide Exploring outputs
    2. 2. What makes project outputs usable in practice? <ul><li>2006 study funded by the JISC (Sharpe et al) </li></ul><ul><li>Specific uses, specific users : accessible, relevant, appropriate language </li></ul><ul><li>Contextualised : ready-adapted for different users and/or adaptable, repurposable, flexible </li></ul><ul><ul><li>Owned by communities of practice: discipline, department, interest group </li></ul></ul><ul><li>Supporting professional learning : allow practitioners construct own meanings, try out and reflect, apply to real problems, share with peers </li></ul><ul><li>Oriented on educational decision-making : offering educational rationale, supporting educational thinking </li></ul><ul><li>2001 TLRP study (Beetham et al) </li></ul><ul><li>Rich description : what was done, how, why, with what results </li></ul><ul><li>OR </li></ul><ul><li>Just-in-time guidance : tips and tricks, toolkits, checklists, snapshots </li></ul>10/05/10 | slide
    3. 3. Rich descriptions <ul><li>Descriptions/models of delivery and support ... including (if relevant) a comparison of existing practice with the innovations trialled COWL process maps </li></ul><ul><li>CASCADE assignment submission workflows </li></ul><ul><ul><li>A detailed case study (or case studies for several curriculum areas)... </li></ul></ul><ul><li>ESCAPE case study </li></ul><ul><ul><li>An evaluation report, reflecting on the issues and challenges and articulating what has been learnt … Evaluation results from Dynamic Learning Maps </li></ul></ul><ul><li>case study, report, evaluation report, process description finding(s), lesson(s) learned, transformation story... </li></ul>
    4. 4. Just-in-time guidance <ul><li>Guidance for other institutions or curriculum areas when carrying out similar innovations </li></ul><ul><li>How Duckling technologies have addressed curriculum challenges </li></ul><ul><li>Lewisham Moodle tips | Exeter: engaging stakeholders </li></ul><ul><li>Materials to illustrate and exemplify the new practices e.g. walk-throughs, screen shots, videos, sample learning materials, sample learner-created content... </li></ul><ul><li>Tutorials from St Georges | Atelier-D demonstration </li></ul><ul><li>Curriculopoly | e-biolabs </li></ul><ul><li>Evidence from learners/stakeholders </li></ul><ul><li>Student view of e-reflect | springboard podcast | MORSE interviews </li></ul><ul><li>evidence, example, conceptual tool(kit), software tool guide, learning resource, tips </li></ul>
    5. 5. Producing valuable outputs <ul><li>Know what it is, who it is for, and how it might be used </li></ul><ul><li>Be guided by outputs projected in your project plan ... </li></ul><ul><li>… but learning how to communicate your ideas is part of the process so expect valuable outputs to emerge. </li></ul><ul><li>Templates are available for case studies, final reports and evaluation report </li></ul><ul><li>Support and guidance are available from: CFs, PMs, synthesis consultant, cluster colleagues </li></ul><ul><li>Don't forget feedback from users (evidence of outputs being put to use is gold dust!) </li></ul><ul><li>Be creative , surprising, different </li></ul>
    6. 6. 10/05/10 www.jiscinfonet.ac.uk/curriculum https://jiscdesignstudio.pbworks.com

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