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Promoting academic innovation by valuing and enabling disruptive design
The document discusses promoting academic innovation through collaborative curriculum design. It outlines an approach using principle-based facilitation and scenario-based design to engage multiple stakeholders, including students. This involves a two-day design thinking workshop to define priorities, explore approaches like scenario writing, and devise methods to develop staff and generate new ideas while managing risks. The goal is to disrupt traditional design and encourage dialogue to develop innovative curriculum.
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Promoting academic innovation by valuing and enabling disruptive design
- 1. Promoting academic innovationby valuing and enabling disruptive design Andrew Middleton Head of Innovation & Professional Development @andrewmid
- 2. Introductions ďľ ďľ Hello! Why are weinterested in curriculum design?
- 3. Session outline ďľ ďľ ďľ ďľ ďľ ďľ ďľ ďľ ďľ Introductions Curriculum Design@ SHU background Defining priorities for collaborative design teams Principle-based design and other approaches Designing a design lens Scenario-based design Building scenarios Devising and sharing other collaborative design methods Conclusions
- 4. Background: The Design Studio OurChallenge: how to engage multiple stakeholders effectively in curriculum design Students and others not directly involved in teaching Why: ďľbreadth of experience ďľknowledge ďľperspectives ďľaccommodate diverse stakeholder requirements How: ďľTwo day design team immersive think tank ďľPrinciple-based facilitation
- 5. changes perceptions ofdesign accommodates multiple stakeholder perspectives manages risks tests different ideas safely develops staff disruptive design encourages dialogue suspends reality generates alternatives addresses intended outcomes develops stakeholder relationships supports collaboration
- 6. Background: Why Studio? Opportunity, spaceand structure Open and supportive ďľSpace: time, people, place ďľContained activity ďľCritical friendship ďľCo-operation and collaboration ďľSafe risked-based thinking ďľCommunal validation ďľ
- 7. Defining priorities forcollaborative design teams Analysing needs and identifying priorities Radar Discussion tool â˘ ďľ Alumni goldfish bowl - observed structured group discussion ďľ Student evaluations (surveys or video evaluations) ďľ NSS analysis ďľ What else?
- 8. Principle-based design andother approaches
- 9. Principle-based facilitation âRhetorical resourcesââ Nicol (2012) ďľ High level educational aspiration ďľ Problem domain/area of concern ďľ Practice-orientated principles ďľ A compelling narrative ďľ Examples of application ďľ Research evidence â to focus useful conversation â e.g. stakeholder participation â e.g. graduate attributes â often set out in âliteratureâ â what do the principles mean â associated case studies â associated âtoolkitsâ
- 10. Key Tools ďľ ďľ ďľ ďľ ďľ Screencasts Priority analysistool Design lens based upon the Viewpoints (University of Ulster) method Set of cards, each addressing ideas supporting one principle Online resource-base (Toolkit) Assessment & feedback lens from University of Ulster
- 11. Designing the DesignLens Example: Learner Engagement development workshops for staff and studentsprinciples and frameworks found in academic Explored ďľ ďľ ďľ literature on learner engagement Reflected on their experience and expectations and generated examples of engaging practice Generate new ideas using creativity methods (i.e. word association, photo elicitation, scenario writing) Assessment & Feedback lens from University of Ulster
- 12. Activity: Principles ofDigital Literacy Identify between 5 and 7 key ideas that together encapsulate what digital literacy means. 1. Ability to find, select, retrieve and use digital information 2âŚ. 3. 4. 5. 6. 7.
- 13.
- 14. About scenarios ďľ ďľ ďľ ďľ ďľ ďľ ďľ Descriptions ofthe past, present or future Risk-free tools for imagining the future and for asking âwhat-if..?â Colourful narratives or process statements 'Good enough' representations of possibilities... ...or highly detailed Scenarios set the scene for discussion Scenarios can concretise ideas for development âa concrete description of âa concrete description of activity that the user activity that the user engages in when engages in when performing a specific task, performing a specific task, description sufficiently description sufficiently detailed so that design detailed so that design implications can be inferred implications can be inferred and reasoned aboutâ and reasoned aboutâ -- Carroll (1995) Carroll (1995)
- 15. Why use scenariosfor curriculum design? Scenarios, ďľ Use diverse kinds and amounts of detailing ďľ Present alternative consequences of action ďľ Can be abstracted and categorised Help designers to recognise, capture, modify and reuse generalisations or patterns ďľ ďľ Support reasoning Make design tasks accessible to diverse expert stakeholder groups ďľ
- 16. Scenarios address 6challenges 1. Reflect on designs and processes 2. Co-ordinate collaborative design action and reflection 3. Manage risk by having something that appears concrete and remains flexible 4. Manage the fluidity of design situations 5. Consider multiple views of an interaction 6. (Capture outputs of idea generation) Designers have to continually make commitments without making Designers have to continually make commitments without making commitments! commitments! Designers say âWhat ifâŚâ Designers say âWhat ifâŚâ
- 17. 4 ways touse scenarios to support curriculum design Collaborative design teams can, 1.Construct scenarios to work out and communicate their thinking 2.Construct scenarios to capture and communicate their thinking 3.Review or compare representations of existing pedagogy 4.Review or compare representations of proposed pedagogy
- 18. Forming successful scenarios- characteristics ďľ Goals, sub-goals or outcomes ďľ Settings ďľ ďľ Agents or actors playing primary or supporting roles (descriptions of who is involved, how and why) Plot - sequences of actions and events done by or to the actors or changes to the setting. Changes to events show how scenarios can be used dynamically to assess different decisions and outcomes.
- 19. Presenting successful scenarios ďľ Scenariosuse natural language query and are presented as short narratives and can use various media, e.g. ďľ Text ďľ Visualisations, diagrams, pictures, etc. ďľ Comic strips and storyboards ďľ Videos ďľ Multimedia ďľ Post-it notes
- 20. Activity: Facilitating thedesign of pedagogy to promote learner ďľ Generate ideas for a New Staff Induction Programme using the Learner Engagement and Authentic Learning design lenses (or our Digital Literacy lens!). ďľ Focus on a small part of the Induction Course which will be run over 3 x 2 hour workshops and be supported by online resources. ďľ Work towards constructing a scenario statement to support the communication and evaluation of you idea
- 22. Activity: Build yourscenarios! To capture and communicate your idea Agree media Include: ďľ Goals, sub-goals or outcomes ďľ Settings ďľ ďľ Agents or actors playing primary or supporting roles (descriptions of who is involved, how and why) Plot - sequences of actions and events done by or to the actors or changes to the setting. Changes to events show how scenarios can be used dynamically to assess different decisions and outcomes.
- 23. Activity: other approaches Deviseand share other collaborative design methods ďľ Analyse what is needed and identify priorities ďľ Design together ďľ Capture ideas and develop them further ďľ Evaluate approaches ďľ Breakout and feedback
- 24. Conclusions ďľ Curriculum design activitiesand a key opportunity for promoting academic innovation ďľ Involving âothersâ early is useful, difficult â but possible! ďľ Innovation is risky â but risk can be managed through collaborative engagement and validation
- 25. References ďľ ďľ ďľ ďľ ďľ ďľ ďľ ďľ Bryson, C., &Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), pp.349â362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, pp.43 â 60. Fowler, C.J.H, van Helvert, J; Gardner, M.G, and Scott, J.R. (2007). The use of scenarios in designing and delivering learning systems. In: H. Beetham & R. Sharpe, Rethinking Pedagogy in a Digital Age: Designing and delivering e-learning. London: Routledge Herrington, J. (2006). Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D. (2012). Principles as discourse. JISC Webinar, 20 th March 2012 Nicol, D., & Draper, S. (2009). A blueprint for transformational organisational change in higher education: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. & Oliver, M., (eds) âTransforming higher education through technology-enhanced learning.â York: Higher Education Academy. OâDonnell, C., Masson, A., & Harrison, J. (2011). Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.
Editor's Notes
- #3 Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: ¡ Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy ¡ Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline ¡ Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (OâDonnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). ¡ How creative thinking strategies can be used to generate âconcrete and detailedâ scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. ¡ How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings ¡ Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) ¡ Participants consider the key features of principle-based âdesign lensâ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) ¡ Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) ¡ Constructing scenarios to concretise design activities â considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) ¡ Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) ¡ Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) ¡ Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349â362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 â 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. OâDonnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.
- #4 Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: ¡ Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy ¡ Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline ¡ Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (OâDonnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). ¡ How creative thinking strategies can be used to generate âconcrete and detailedâ scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. ¡ How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings ¡ Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) ¡ Participants consider the key features of principle-based âdesign lensâ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) ¡ Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) ¡ Constructing scenarios to concretise design activities â considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) ¡ Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) ¡ Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) ¡ Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349â362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 â 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. OâDonnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.
- #5Â Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes)
- #8 Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: ¡ Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy ¡ Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline ¡ Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (OâDonnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). ¡ How creative thinking strategies can be used to generate âconcrete and detailedâ scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. ¡ How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings ¡ Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) ¡ Participants consider the key features of principle-based âdesign lensâ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) ¡ Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) ¡ Constructing scenarios to concretise design activities â considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) ¡ Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) ¡ Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) ¡ Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349â362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 â 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. OâDonnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.
- #9 Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: ¡ Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy ¡ Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline ¡ Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (OâDonnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). ¡ How creative thinking strategies can be used to generate âconcrete and detailedâ scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. ¡ How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings ¡ Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) ¡ Participants consider the key features of principle-based âdesign lensâ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) ¡ Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) ¡ Constructing scenarios to concretise design activities â considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) ¡ Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) ¡ Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) ¡ Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349â362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 â 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. OâDonnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.
- #10Â Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes)
- #11Â Participants consider the key features of principle-based âdesign lensâ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes)
- #13 Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) Concluding discussion to evaluate the approaches (5 minutes). 4 Principles Of Digital Literacy (http://www.teachthought.com/technology/4-principals-of-digital-literacy/) 1. Comprehension The first principle of digital literacy is simply comprehensionâthe ability to extract implicit and explicit ideas from a media. 2. Interdependence The second principle of digital literacy is interdependenceâhow one media form connects with another, whether potentially, metaphorically, ideally, or literally. Little media is created with the purpose of isolation, and publishing is easier than ever before. Due to the sheer abundance of media, it is necessary that media forms not simply co-exist, but supplement one another. 3. Social Factors Sharing is no longer just a method of personal identity or distribution, but rather can create messages of its own. Who shares what to whom through what channels can not only determine the long-term success of the media, but can create organic ecosystems of sourcing, sharing, storing, and ultimately repackaging media. 4. Curation Speaking of storing, overt storage of favored content through platforms such as pinterest, pearltrees, pocket and others is one method of âsave to read later.â But more subtly, when a video is collected in a YouTube channel, a poem ends up in a blog post, or an infographic is pinned to pinterest or stored on a learnist board, that is also a kind of literacy as wellâthe ability to understand the value of information, and keep it in a way that makes it accessible and useful long-term. Elegant curation should resist data overload and other signs of âdigital hoarding,â while also providing the potential for social curationâworking together to find, collect, and organize great information Photo-visual literacy is the ability to read and deduce information from visuals. Reproduction literacy is the ability to use digital technology to create a new piece of work or combine existing pieces of work together to make it your own. Branching literacy is the ability to successfully navigate in the non-linear medium of digital space. Information literacy is the ability to search, locate, assess and critically evaluate information found on the web socio-emotional literacy refers to the social and emotional aspects of being present online, whether it may be through socializing, and collaborating, or simply consuming content.
- #14 Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: ¡ Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy ¡ Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline ¡ Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (OâDonnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). ¡ How creative thinking strategies can be used to generate âconcrete and detailedâ scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. ¡ How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings ¡ Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) ¡ Participants consider the key features of principle-based âdesign lensâ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) ¡ Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) ¡ Constructing scenarios to concretise design activities â considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) ¡ Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) ¡ Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) ¡ Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349â362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 â 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. OâDonnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.
- #15Â Constructing scenarios to concretise design activities â considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes)
- #21Â 20 minutes
- #23 Aims of the Session To consider methods to inspire and inform academics and collaborative design groups in producing innovative curricula Session Learning Outcomes By the end of this session, delegates will be able to: ¡ Engage academics, learning support staff, students, employers and other curriculum design collaborators in activities that lead to innovative, principle-based pedagogy ¡ Position creativity, innovation and sound pedagogy in relation to each other in the context of curriculum design Session Outline ¡ Approaches to conducting collaborative curriculum design activities that support, challenge and involve diverse groupings of stakeholders and which lead to high quality, authentic curricula. To do this the session will introduce, explore and build upon the Viewpoints method (OâDonnell et al., 2011) and principle-based transformation (Nicol & Draper, 2009). ¡ How creative thinking strategies can be used to generate âconcrete and detailedâ scenarios (Carroll 2000, p.46) to inspire innovative and engaging pedagogy and how these can empower academics leading curriculum design activities. The session will explain and demonstrate how the use of scenarios and principle-based approaches can lead to radically innovative pedagogies by engendering multi-stakeholder confidence and risk-free thinking. ¡ How curriculum enhancement and innovation can be appreciated in terms of disruptive innovation in contrast to change that is evolutionary or supplemental or in contrast to simple conceptions of best practice. Session Activities and Approximate Timings ¡ Introduction and setting the context of running the Curriculum Design Studio at Sheffield Hallam University (10 minutes) ¡ Participants consider the key features of principle-based âdesign lensâ tools produced to support foci including Embedding Employability, Digital Literacy, and Learner Engagement (25 minutes) ¡ Reflecting on principle-based design and how it provides a constructive framework for diverse design collaborators (10 minutes) ¡ Constructing scenarios to concretise design activities â considering key features of a well-formed, useful scenario (Carroll, 2000) and the benefits of this to curriculum design (10 minutes) ¡ Small group activity: Facilitating the design of pedagogy to promote learner engagement and authentic learning by using two sets of principle-based design lenses together towards constructing a scenario statement to support communication and critical evaluation of ideas (20 minutes) ¡ Considering how educational developer colleagues can work together around institutional design priorities to construct useful design lens and related resource-bases (10 minutes) ¡ Concluding discussion to evaluate the approaches (5 minutes). References Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349â362. Carroll, J.M. (2000). Five reasons for scenario-based design. Interacting with Computers 13, 43 â 60. Herrington, J. (2006) Authentic e-learning in higher education: design principles for authentic learning environments and tasks. Online at: http://researchrepository.murdoch.edu.au/5247 Nicol, D., and Draper, S. (2009). A blueprint for transformational organisational change in higher education.: REAP as a case study. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M., (eds) Transforming higher education through technology-enhanced learning. York: Higher Education Academy. OâDonnell, C., Masson, A., and Harrison, J. (2011).Encouraging creativity and reflection in the curriculum. SEDA Spring Teaching Learning and Assessment Conference 2011, "Academics for the 21st Century", 5th May 2011 - 06 May 2011, Holyrood Hotel, Edinburgh.