The document discusses developing a more coherent and engaging common semester curriculum for undergraduate students at AUT. It addresses issues related to curriculum structure, resources, relationship between courses and disciplines, and student learning outcomes. The document advocates developing the curriculum based on constructive alignment of learning outcomes, assessments and teaching methods, with a focus on deep learning approaches that integrate ideas and relate evidence to conclusions.

1. Complexity, Innovation and
Quality in UG IPE
theory background for development of educational design
in NCIPECP shared papers
Stanley Frielick

2. Common semester curriculum development project
(2007)
To address and resolve issues of: coherence,
consistency, resourcing, structure, relationship of
papers to disciplines, development of appropriate
knowledge base and skill set for interprofessional
learning, development of key skills and competencies
as outlined in theme 1 of the AUT strategic plan and
draft Faculty plan, and the quality of student learning
outcomes in the core papers; so as to develop a more
integrated and ‘common’ semester in the Faculty, and
provide a more interactive and engaging learning
experience for novice undergraduate students.

3. Key learning/teaching aspects of AUT strategic plan
• Curricula and programmes at the leading edge of practice
• Assist students to become intellectually independent with a thorough
understanding of the relevant body of knowledge
• Strong linkages with the professions and industry
• Blending traditional and new learning / teaching approaches and
technologies
• Ensuring that our graduates are skilled in communication, problem-solving,
critical analysis, are information literate, and can use the relevant
technologies.
• Ensuring that our graduates have the ability to work collaboratively, make
informed decisions and bring ethical analysis to practice.
• Ensuring that our graduates have the ability to challenge to challenge the
status quo, promote change and bring a forward looking dimension to their
chosen career.
• Ensuring that all students are equipped with a range of skills, including
information literacy.
• Ensuring the development of excellent teachers, able to use a range of
approaches and technologies in ways that meet the needs of their students.

4. Deep approaches to learning
Educational alignment (coherence)
Alignment within papers
- constructive alignment (enactive coherence)
- optimal environment for deep approaches
- alignment with AUT generic outcomes
Alignment across papers
- Connected course design
- Consistency in assessment
- Relationship of common papers to discipline pathways
- Promotion of shared learning
- alignment with AUT generic outcomes

5. No one starts out teaching well
Paul Ramsden
What the students do is more important
than what the teacher does
John Biggs
The shift from teaching to learning ….
Barr and Tagg
The relational or ecological perspective
on university teaching and learning

6. Significant influences on
higher education research
Phenomenography Variation in conceptions of
The Experience of Learning teaching and learning
Understanding Learning & Teaching
Link between learning
approaches and outcomes
Relational perspective
Learning to Teach in Higher Education Perceptions of the context influence
approaches and outcomes
A systems view of teaching/learning
Constructive alignment /
Systems theory Approach as description of multiple
relationships - an emergent property
Teaching for Quality
Learning at University

7. Orientation Characteristics
Deep Knowledge transforming An intention to understand
approach material for oneself
Vigorous and critical
interaction with knowledge
content
Relating ideas to oneís
previous knowledge and
experience
Discovering and using
organizing principles to
integrate ideas
Relating evidence to
conclusions
Examining the logic of
arguments
Surface Information reproducing An intention simply to
approach reproduce parts of the content
Ideas and information
accepted passively
Concentrating only on what is
required for assessment
Not reflecting on purpose or
strategies
Memorising facts and
procedures routinely
Failing to distinguish guiding
principles or patterns

8. Approaches to learning are emergent properties
of the learning/teaching system
The multifaceted, non-linear relationship between:
A. teachers’ perceptions of the teaching
environment,
B. teacher’s approaches to teaching,
C. student perceptions of the learning
environment, and
D. student approaches to learning,
shapes and influences the outcomes of learning.

10. Martin 1999

11. Biggs, J. B (1999)

12. In an ecological perspective deep
learning is the transformation of
information into functioning knowledge.
Deep learning is an emergent property
of a teaching/learning ecology in which
intended outcomes are coherent with
course design, teaching modes,
assessment, and evaluation.

13. ‘good’ TEACHING/LEARNING
is a process of creating learning
environments in which students are
encouraged to engage deeply with the
subject and emerge with a
transformed understanding that is
transferable to further inquiry and
practical applications in different
contexts.

14. We must change our
whole way of thinking
about mental and
communication
process…….
learn to think as
Nature thinks.
Gregory Bateson (1972).
Steps to an Ecology of Mind

15. The underlying fabric of
the university is stitched
in 17th century dualistic /
mechanistic thought ….
The great research
university is old at heart
…
For as it grasps us it splits
us into minds and bodies.
Wilshire (1990). The Moral Collapse of the
University
'man sliced in half'
www.flickr.com/photos/54899856@N00/40349181

16. Teaching acquires its form within a
complex relational web that seeks to
affect the understandings and abilities of
the individual members of that
community….
Spider web against sky September 28 03'
www.flickr.com/photos/32454422@N00/3009373

17. Just as the cognizing agent cannot be understood as a
solitary component (but must be regarded as a subsystem
of a larger system), teaching and learning cannot be studied
as though they occur in isolated and closed systems
Davis & Sumara, 1997:122
Baobab avenue'
www.flickr.com/photos/51209031@N00/66753981

18. Ecosystems
transform energy to
maintain optimal
conditions for the
evolution of life.
Isomorphic Strange Weed333'
www.flickr.com/photos/48915783@N00/250426306
Learning systems
transform information to
maintain optimal
conditions for the
evolution of knowledge.
'peek-a-boo - _MG_6709'
www.flickr.com/photos/43927576@N00/320746679

19. Break the pattern which connects
the items of learning and you
necessarily destroy all quality…
(Bateson 1979: 16)

20. Stanley Frielick - STLHE 2003

21. TYPES OF KNOWLEDGE

22. The SOLO (Structure of the Observed Learning Outcome) provides a systematic way of describing how a
learner's performance increases in complexity when mastering academic tasks. It can thus be used to define
learning objectives—which describe the level at which students should be learning—and for evaluating learning
outcomes in order to find out the level at which students actually are learning.
There are five levels of understanding described by SOLO:
1
Prestructural
use of irrelevant information, or no meaningful
response
2
Unistructural
Answer focuses on one relevant aspect only
3
Multistructural
Answer focuses on several relevant features, but
they are not coordinated together
4
Relational
The several parts are integrated into coherent
whole; details are linked to conclusions; meaning is
understood
5
Extended abstract
Answer generalises the structure beyond the
information given; higher order principles are used
to bring in a new set of issues

24. 30
Low quality
25
20
15 SOLO level
10
5
0 Prestructural Unistructural Multistructural Relational Extended
abstract
30
25
20
15 SOLO level
10
5
High quality
0 Prestructural Unistructural Multistructural Relational Extended
abstract

25. Stanley Frielick - STLHE 2003

26. Linear version of enactive coherence
Zone of Key aspects Continuum of variation
teaching/learning
ecology
STUDENT/S The physical bodies and knowledge Surface … deep
formation processes of the students.
Backgrounds, identities, predispositions,
orientations, motivations, perceptions of
the context, approaches to learning.
TEACHER/S The physical bodies and knowledge Information transmission ….
formation processes of the teacher/s. Conceptual change
Backgrounds, identities, predispositions,
orientations, motivations, perceptions of
the context, approaches to teaching.
OUTCOMES What the students are able to do at the end Low quality …. High quality
of the unit of study. Expressed as verbs
and on levels of functioning knowledge as
defined by eg. The SOLO taxonomy. Also
shaped by external standards of quality,
competence, unit standards, etc. Tension
between intended and actual outcomes
correlates with the degree of coherence in
the system.
ASSESSMENT The ways in which the intended outcomes Measurement (norm-
are assessed. Clear criteria, appropriate referenced) .… standards
processes and institutional policies. (criterion-referenced)
COURSE The approach to designing the curriculum Fragmented …. connected
DESIGN taken by the teacher in the context of a
departmental culture and institutional rules
and regulations. Influenced by
pedagogical assumptions of discipline.
CONTENT & Selection of appropriate content aligned to Declarative …. functioning
WORKLOAD outcomes and assessment and defined in
terms of knowledge type
CLASSROOM The physical environment or Monological …. dialogical
teaching/learning setting. Modes of
interaction between teacher-subject-
student. Appropriate teaching/learning
aligned to outcomes and assessment.
Applies to virtual and distance settings.
EVALUATION The modes and processes of evaluating Analytic …. systemic
teaching quality and effectiveness.
Emphasis on multiple sources of evidence
in a teaching portfolio.
Stanley Frielick – STLHE 2003

27. Thinking eco-logically about learning/teaching
Scientific model of energy transformations in Metaphorical model of knowledge
photosynthesis transformations in education
Frielick, S. (2004)

30. Cooper, H., Braye, S., &
Geyer, R. (2004). Complexity
and interprofessional
education. Learning in Health
and Social Care, 3(4),
179-189. doi: 10.1111/j.
1473-6861.2004.00076.x.

31. • KEC – enquiry / ontology / identity
• HAP1 – complex adaptive systems /
relationship to practice / EBL >>HAP2
• HE – teamwork / social/political
context / EBL
• P&L>>Health across Lifespan – IDN /
pre-clinical/ IPE cases
• 556301 MoRE - modular / IPE designs
• Pharmacology – modular / applications /
IPE implications
• Te Ara Hauora Maori ….. ?