HEA Seminar - Encouraging creative and innovative 'Viewpoints' in Curriculum Design, 2 June 2011
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This HEA seminar will demonstrate how course teams can be assisted to incorporate pedagogic best practice research into their teaching and learning plans, and be encouraged to be more creative and innovative in their designs. It will share research findings to date and experiences from past workshops (e.g., photos, videos, evaluative commentaries and case studies) and will demonstrate how these can stimulate constructive dialogue and foster collaboration, helping course teams build ideas towards a student-centred curriculum design model.
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![o Discuss how the Viewpoints process and tools may be useful within
their/other Institutions.
Speakers:
• Catherine O’Donnell • Dr Alan Masson
• Dr Vilinda Ross
Bookings
Please email bookings to [Mrs Sharon Copeland]:
[saj.copeland@ulster.ac.uk]
50 places available on first-come, first-served basis. Lunch will be
provided after the seminar and there will be opportunities for
networking during lunch and throughout the Train the Trainer Session
in the afternoon.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document announces a seminar on encouraging creative and innovative curriculum design using the Viewpoints Project approach. The morning session includes an introduction to Viewpoints, a hands-on activity using the approach, and a discussion of benefits and evaluation. The afternoon focuses on exploring Viewpoints, setting it in institutional context, and activities on applying it creatively within institutions.
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6 scenarios
The document outlines six scenarios for groups to discuss as part of a workshop aiming to support the University of Ulster's goals of enhancing student learning experiences and promoting curriculum innovation. Each group is tasked with developing strategies around learner engagement, assessment and feedback, and information skills to address challenges related to student transitions, feedback, flexible learning, employability, technology-enhanced learning, and independent research. At the end, groups will briefly share their key outputs and reflections.
Course subjectmanagement
1) A course committee is established once a course is approved, with a Course Director appointed to manage the course alongside module coordinators.
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Viewpoints is a project at the University of Ulster that aims to simplify the course design process and help educators design courses with learners at the center. They have created reflective tools to help staff think about course development from the student perspective. Viewpoints can help with any part of course design from modules to new courses. Their tools ask questions about learners and provide prompts to help plan better course documents that are tailored to today's students.
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This document summarizes a seminar held at St. Mary's University College Belfast on listening to students and engaging with their feedback. Three case studies were presented that examined how student feedback was obtained and used to enhance courses and programs. The case studies found that engaging with students provided valuable insights and led to improvements in practice and policies. Attendees learned that methods like focus groups are useful for gaining detailed student opinions and feedback. Presenting results back to students shows the value of their input. Disseminating findings to peers allowed for comparing approaches and learning from each other. Engaging student voice can inform work and benefit teaching and learning.Viewpoints Evaluation Report
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
Viewpoints Institutional Story
The Viewpoints project created curriculum design workshops and resources to help staff and learners plan effective curriculum. Key achievements include:
1) Enhancing curriculum design and embedding new educational practices by providing a creative environment for staff to collaboratively reflect on curriculum.
2) Effective stakeholder engagement through early involvement of staff, learners, and ensuring resources aligned with academic processes.
3) Embedding and adoption within the host institution and other universities. Resources have been used in curriculum development, assessment initiatives, and academic development programs.
The project addressed needs for refreshed curriculum approaches and better learner engagement in the design process. Workshops stimulated discussion and collaboration among staff and students to build ideas for learner-centered curriculum models
Workshop Output Template
This document provides a template for recording outputs from a workshop session. It includes spaces to record the workshop objective, any principles or example ideas selected during the session, and any additional ideas or recommendations. Participants can use this template to document information discussed on their timeline worksheet and photograph that worksheet after the session.
Workshop Facilitation Plan
This facilitator's plan outlines a 1.5 hour workshop to help educational teams design or revise curriculum using the Viewpoints Curriculum Design Toolkit. The workshop consists of 8 activities where participants: 1) Agree on an objective for their curriculum challenge, 2) Choose a curriculum design theme to focus on, 3) Select principles from theme cards that address their objective, 4) Map the principles to a timeline, 5) Review examples on the cards that could support their objective, 6) Discuss how the ideas could be applied, 7) Agree on action points, and 8) Share their plans with the whole group. The facilitator introduces the session and provides an overview before splitting participants into groups to work through the activities.
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This workshop uses reflective tools like timelines and theme cards to help staff design effective curriculum. Participants work in small groups to choose a curriculum design objective, select a theme, and map principles from theme cards to a student timeline to address their objective. Examples on the backs of the cards provide ideas to consider. The workshop concludes with groups formulating plans, agreeing on action points, and sharing their work to get feedback.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help relax the body and lift the mood.
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The document describes the Viewpoints project, which aims to create curriculum design tools to promote effective learning. It discusses the project's framework and themes of assessment & feedback, information skills, learner engagement, and creativity & innovation. Each theme includes principles and implementation ideas on cards. The document outlines a typical workshop where a course team discusses objectives, maps selected cards to a learner timeline, and chooses relevant examples to tailor to their course. Benefits included providing focus for discussion, considering new options, and seeing the learner perspective to improve assessment and feedback. Resources from the project aim to enhance curriculum design and the learner experience.
11 may12
The Viewpoints Project provides tools to support effective assessment and feedback through reflective workshops. [1] The workshops use principles of best practice mapped to a learner timeline to help staff design curriculum. [2] Typical workshops involve sorting assessment and feedback cards, mapping principles to objectives on the timeline, and reflecting on implementation ideas. [3] Evaluations found the approach facilitated discussion, built effective teams, and helped design engaging curriculum.
Minor revisions
The document outlines the process for revising course content, structure, or regulations at a university when the revisions do not have substantial implications for resources or the overall curriculum. A CA3 form is submitted to the Faculty for approval and then forwarded to the Academic Office. Revisions are processed by the Academic Office following Faculty approval. The process ensures revisions are properly scrutinized and approved before being implemented.
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This document outlines the student-centered curriculum design and revalidation process at the university. It provides references and resources to support the 5-year revalidation cycle where each academic unit undergoes review. The academic office oversees the process, which includes preparing documentation, establishing review panels, and monitoring approved changes. The process aims to continually improve courses based on external examiner feedback, committee reviews, and input from central support services to ensure programs meet quality standards.
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This document describes an information skills workshop that uses a set of cards and a student timeline to help groups address objectives and consider principles of student learning. The workshop involves 5 tasks: 1) setting objectives, 2) selecting principles cards, 3) mapping cards to a student timeline, 4) implementing ideas and tailoring solutions, and 5) sharing outputs. Feedback indicates the workshop was thought-provoking, facilitated discussion, and provided useful prompts to encourage consideration of creativity and a holistic approach to student learning.
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The document outlines a workshop on Viewpoints, a curriculum design project that provides reflective tools to promote effective curriculum design. The workshop includes an introduction to Viewpoints, group tasks using Viewpoints cards on different themes, and a discussion of experiences using the tools. Participants provide positive feedback, noting it was thought-provoking, useful for considering new ideas, and helped facilitate discussion and collaboration within course teams.
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This document summarizes a workshop on using the Viewpoints framework to support curriculum design focusing on assessment and feedback. The workshop introduced participants to the Viewpoints project, had them work through tasks exploring assessment and feedback principles and implementation ideas using provided resources, and concluded with sharing experiences and evaluations. The Viewpoints framework and resources were demonstrated to help curriculum teams consider the learner perspective and support effective course and module design focused on key themes like assessment and feedback.
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The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
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