16. Learning activity triangle Outcomes: New knowledge, skills and abilities; evidence of these; artefacts produced Learners: Preferences, needs, motivations; prior skills, knowledge, abilities; modes of participating Artefacts Content resources; tools; affordances of the physical and virtual environment Other people: and the roles they play in the interaction: supporting, mediating, challenging, guiding Learning Activity Purposeful action leading to personal change
17.
Editor's Notes
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
It may seem obvious what we are talking about when we say 'the curriculum', but is it? In your groups, discuss what you think the <subject> curriculum is. Feed back a short definition in five minutes' time. At this workshop, we identified that the term 'transferable skills' was very important to the course team when talking about the curriculum. Therefore after listening to feedback from the three groups, we put this term up and asked them to elaborate on it. Fortunately they had all come up with definitions which included this term, or something like it. This might be an opportunity to explore differences among the stakeholder group perceptions, and/or differences between their perceptions and how the curriculum is described in formal documentation. Put their definitions in the centre of your curriculum map.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
It may seem obvious what we are talking about when we say 'the curriculum', but is it? In your groups, discuss what you think the <subject> curriculum is. Feed back a short definition in five minutes' time. At this workshop, we identified that the term 'transferable skills' was very important to the course team when talking about the curriculum. Therefore after listening to feedback from the three groups, we put this term up and asked them to elaborate on it. Fortunately they had all come up with definitions which included this term, or something like it. This might be an opportunity to explore differences among the stakeholder group perceptions, and/or differences between their perceptions and how the curriculum is described in formal documentation. Put their definitions in the centre of your curriculum map.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
It may seem obvious what we are talking about when we say 'the curriculum', but is it? In your groups, discuss what you think the <subject> curriculum is. Feed back a short definition in five minutes' time. At this workshop, we identified that the term 'transferable skills' was very important to the course team when talking about the curriculum. Therefore after listening to feedback from the three groups, we put this term up and asked them to elaborate on it. Fortunately they had all come up with definitions which included this term, or something like it. This might be an opportunity to explore differences among the stakeholder group perceptions, and/or differences between their perceptions and how the curriculum is described in formal documentation. Put their definitions in the centre of your curriculum map.
Colour coding is important so you can track what has been added to the curriculum map by which stakeholders, but obviously you can choose your own colours. For each stakeholder group you will need stickies or post-it notes, a couple of sheets of A3 paper, and some strips (long side of an A4 sheet in length), all in the same colour. You will also need marker pens and blu-tac. Customise the 'professionals' category so it is suitable for the subject(s) you are working with, e.g. employers, professional body, clinicians, client groups. Explain that you will be building a map of curriculum processes. You will explain what that means as you go along. For now it is enough that they understand they are there as representatives of a wider group of people. Although you are asking them to speak 'as themselves' you are also asking them to imagine how other students, professionals etc might feel about these issues. Don't forget to emphasise that the aim of the workshop is for you to get a clear picture of how they experience the curriculum. They are working for the project, though you hope the process will also be interesting to them.
You can note at this stage that the map still feels quite abstract, and it's difficult to get a feel for how these processes are actually made real or represented. Again you can use these (or adapted) examples to give a feel for what you mean by 'made real', i.e. the materials through which the curriculum is communicated by one set of stakeholders to another. In this example we were particularly interested in how 'transferable skills' were represented, because that was the key definition of the curriculum, but the words used and actual artefacts may differ.
At this point talk the workshop through the outline curriculum process map you have displayed on the wall. Show that you have put on a couple of processes, but that these can be removed or changed if they want. Give them five minutes to discuss in groups again, then ask them to begin adding their own processes to the map, using the coloured strips and pens provided. Give time for the three groups to see and discuss each other's contributions. Make sure you acknowledge and give feedback on the emerging map, emphasising that they are helping you add a lot of detail you could not know as an outsider. The course team in particular may try to modify the triangle with other stakeholders and processes at this point – allow them to do as they want but don't forget to ask questions and acknowledge what they are saying in a positive way.
Once again, ask groups to discuss and write down on the stickies or post-it notes the different ways in which the curriculum is communicated to or by them. Then ask them to add these to the map, if possible relating artefacts to processes. Once again, give feedback on how valuable this is. Do not be afraid to move items around the map and query whether this is what the curriculum looks like. By this point some differences of opinion or viewpoint may have emerged. Allow space for these but try to deal briefly and constructively with them, emphasising that the next section will allow them to talk about what they would like to change. This is a good point to break for tea or coffee
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