Sparking ideas about curriculum
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This document discusses curriculum in higher education. It poses questions about why curriculum is invisible in HE, what curriculum means, and frameworks for understanding it. Participants are asked to define curriculum on an online platform. Their responses are grouped into paradigms of curriculum as product, process, and praxis. The document then discusses various ways of understanding curriculum as planned, delivered, received, and hidden. It presents models of curriculum consisting of knowing, acting, and being. Participants are asked to identify what makes the Solent learning experience unique and to discuss the main elements of learning and how they link to theories.
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This seminar discusses rewriting the script about pedagogic research in higher education. It explores how pedagogic research and the Scholarship of Teaching and Learning (SOTL) have lower status than "real" research. The seminar will enable participants to examine debates about the merits of pedagogic research and SOTL, and underline the value of systematically examining teaching. Strategies are presented for moving pedagogic research forward, such as building writing communities, encouraging creative research methods, and addressing perceptions that pedagogic research is too local or new of a field.
Engaging in meaningful change in assessment
This seminar explores changing assessment practices through examining evidence and models from a decade of research on transforming student experiences through assessment (TESTA). The seminar will help participants evaluate the benefits of making program-level assessment changes, address potential barriers, and identify enabling conditions for changing assessment culture. Attendees will also explore practical assessment ideas and ways to expand their repertoire of programmatic assessment approaches.
Changing the assessment narrative
This document summarizes a presentation about taking a program-level approach to assessment through the TESTA framework. It discusses some of the key issues with assessment such as having too many summative assessments and not enough formative. It then describes the TESTA audit process and some typical patterns they found. Some strategies for improving assessment are presented such as balancing summative and formative, linking the two, and using more authentic and collaborative formative tasks. The importance of feedback and making it more dialogic is also discussed. Overall it promotes assessing at the program level and involving the whole team in the change process.
Pigs might fly: changing the assessment narrative through TESTA
This document summarizes a presentation about taking a program-wide approach to assessment called TESTA (Transforming the Experience of Students Through Assessment). The presentation discusses issues with current assessment approaches like high summative workloads and disconnected feedback. It then describes the TESTA program, which aims to address these issues through conducting program audits, using student questionnaires, and holding focus groups. Key goals of TESTA include increasing formative assessment and improving feedback cycles. The presentation provides case studies of programs that have successfully implemented TESTA and shares lessons about facilitating educational change.
A curriculum for personal knowing
Tansy Jessop presented on the development of a new curriculum framework for an Irish university. The presentation outlined the consultation process, which included curriculum cafes and card sorting activities to gather input. A thematic analysis of the consultation responses informed the framework. The presentation discussed theories of knowing, acting, and being that underpinned the framework, aiming for a balanced, multi-dimensional approach. It also covered the process of reviewing all courses to align with the new framework and tensions that arose throughout the process.
Netherlands
This document outlines the process taken by a university to develop a new curriculum framework. It involved extensive consultation through activities like curriculum cafes and card sorting. Thematic analysis of the consultation identified key themes around student experience, skills, employability, and diversity. The framework draws on theories of knowing, acting, and being; significant learning; and intellectual development models. It aims to create learning experiences that are novel, exciting, significant, and link to industry. Workshops were held to discuss the framework's vision, ideas, and tensions around quality assurance versus creativity. The process shows an effort to thoughtfully develop a student-centered framework through theoretical grounding and stakeholder input.
A broken assessment paradigm?
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
TESTA: changing conceptions and practice
1. The document summarizes research on the TESTA (Transforming the Experience of Students Through Assessment) project, which aimed to improve assessment practices at a university.
2. Key findings were that enabling collaborative work between faculty, providing compelling evidence from data collection, and having practical impacts on student learning and feedback were factors in the project's success.
3. Changes resulting from TESTA included a greater emphasis on formative assessment, more integrated assessment across modules, and improved student feedback and dialogue between students and faculty.
TESTA Interactive Masterclass
This document summarizes an interactive masterclass on the TESTA (Transforming the Experience of Students Through Assessment) programme approach. The masterclass discusses the rationale for taking a programme approach to assessment, including addressing modular problems, curriculum problems, and student alienation. Methods discussed include conducting a TESTA programme audit and using an Assessment Experience Questionnaire and student focus groups to gather data. Key themes covered are high summative assessment loads, disconnected feedback between assignments, and student confusion about assessment goals and standards. Strategies presented to improve assessment include increasing formative assessment, providing more dialogic feedback, and helping students internalize assessment criteria.
Making sense of curriculum in Higher Education
This document discusses curriculum in higher education through a series of slides. It begins with asking the reader to reflect on images related to curriculum and their own degree. It then discusses different views of what curriculum means, including balancing content, process, and purpose. It addresses tensions between covering too much content versus focusing on concepts. Finally, it considers curriculum as a complex, contested process involving different perspectives on knowledge and intellectual development.
Activating student agency through feedback
1) The document discusses strategies for providing effective feedback to students to activate student agency. It outlines common problems with feedback such as it being too focused on modules, impersonal, and emphasizing negatives.
2) Principles for effective feedback include building connections across assignments, creating sustained dialogue through various methods, using a conversational personal tone, and actively engaging students in feedback processes.
3) The document argues for a paradigm shift toward viewing feedback as a dialogic process that builds relationships rather than just marking, in order to more fully support student learning.
The untapped potential of pedagogic research
The document discusses the untapped potential of pedagogic research in higher education. It outlines arguments for the value of pedagogic research such as developing evidence-based teaching practices and illustrating best practices. However, pedagogic research often faces low status compared to disciplinary research. Some reasons discussed include research being too local in scope, over reliance on grand theories, and use of educational jargon. The document provides strategies for improving pedagogic research such as building writing communities, creating dedicated writing spaces, and using more creative research methods.
A very brief history: Universities, Solent and the question of purpose
This document provides an overview of a lecture about the history and purpose of universities. It discusses the origins of universities in medieval Europe and the establishment of early universities like Cambridge, Oxford and the University of London. It then outlines the development of civic universities in the late 19th century in cities like Birmingham, Leeds and Liverpool. The lecture also examines changes in demographics and access to higher education over time. Finally, it explores questions around the purpose of universities and higher education today.
Increasing engagement to transform student learning
This document outlines a presentation on increasing student engagement and transforming learning at university. It discusses why students attend university, noting responses about gaining knowledge and career opportunities. It then addresses two types of alienation students may experience - Type A related to institutional forces and Type B being a natural part of intellectual development. The presentation proposes three ways to turn alienation into engagement: through research, relationships, and writing/risk-taking. Building research skills, strong student-teacher and peer relationships, and exploratory writing can increase student ownership and partnership in learning.
Curriculum Transformation: a rough guide to Solent's approach
The document provides an overview of the University of Solent's approach to transforming its curriculum framework. It discusses conducting consultations with 900 students and academics to inform the new framework. Key themes that emerged from the consultations included improving the student experience, developing a more theoretical approach, and emphasizing skills and employability. The framework draws upon learning theories like Fink's model of significant learning and Perry and Baxter-Magolda's models of intellectual development. It aims to balance knowledge, skills, and personal development across all degree programs.
At home everywhere and nowhere: the place of pedagogic research in HE
Professor Tansy Jessop gave a presentation titled "At home everywhere and nowhere: The place of Pedagogic Research in HE". The presentation discussed the state of pedagogic research in higher education. It noted that while research into most subjects is common, there is little investigation into higher education itself. Pedagogic research output is low and seen as having low status. Additionally, the growth of the scholarship of teaching and learning movement may have unintentionally strengthened the divide between subject-based and pedagogic research. Issues with pedagogic research quality include problems with over-localizing issues, focusing on grand theories over practical problems, and using obfuscatory educational jargon in writing
Curriculum as counter narrative
The document outlines a workshop on developing a curriculum framework at a mid-sized, applied university in the UK. It discusses gathering input from students and faculty through various consultation methods. A thematic analysis of the input identified key themes around balancing content and learning, and dimensions of knowing, acting, and being. The workshop then explores various curriculum theories and maps them to how the university could structure its new framework around significant learning experiences, intellectual development, and personal knowing. Challenges of implementation are also discussed around balancing compliance and culture change.
Old and new hands at academic development
This document discusses a graduate internship program at a university where 10 recent graduates spent 6 months interning as academic developers. It explores the perspectives of the interns, academic developers supervising the interns, and the university's institutional goals. The interns brought a fresh student perspective but struggled with ambiguity and the transition to professional work. Through reflective research, key themes emerged around low tolerance for ambiguity, becoming professional, and struggles with teamwork. While challenging to manage, the internship provided benefits like new insights and career outcomes for most interns.
Writers' banquet
The document describes efforts by two academics to create spaces for teaching-focused faculty at their university to write. They held workshops on the craft of academic writing and monthly writing groups. These interventions aimed to demystify academic writing conventions and provide a low-stakes environment for faculty to write, get feedback, and discuss challenges. Evaluations found the interventions helped faculty feel more confident and productive as writers by addressing emotions like guilt and frustration and providing community. The document advocates for counter-cultural approaches that emphasize silence, focus, and community over noise, fragmentation, and individuality to build a stronger writing culture.
The unexamined curriculum is not worth teaching
This document outlines a workshop presentation about developing a new curriculum framework at a mid-sized applied university. It discusses gathering input from students and faculty through consultation methods like curriculum cafes and card sorting activities. A thematic analysis was conducted of the input collected. The presentation then covers curriculum theories that informed the framework, including knowing/acting/being, significant learning, and models of intellectual development. Dimensions of the framework like the human dimension and integration are explored. Finally, tensions around implementing the new framework are acknowledged, such as initiative fatigue and balancing consistency vs creativity.
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Sparking ideas about curriculum
- 1. Sparking ideas about curriculum @solentlearning @tansyjtweets Graduate Interns & SLTI Colleagues 26 September 2017
- 2. Questions to explore • Why it is invisible in Higher Education? • What exactly is curriculum? What does curriculum mean for and to you? • Frameworks for understanding it • The creative bit
- 3. Why is it invisible in HE? • Disciplines vs generic ideas about learning • National curriculum in schools • Quality assurance own the templates • Any other thoughts? • Modularisation, fragmented curriculum • Individual academics working in silos
- 4. Your definitions of curriculum Go to www.menti.com and use the code 95 91 83 Type in words or phrases which capture your thoughts about what curriculum is
- 6. Diamond Nine • You have 15 statements about curriculum • Agree nine statements to create your diamond 9 • Place your favourites towards the top, discard your six least favourite
- 7. Curriculum (n) running, chariot, course
- 8. Curriculum paradigms PRODUCT: structuring and managing content (WHAT) PROCESS: the lived experience (HOW) PRAXIS: wider purpose of HE, social justice, equality (WHY)
- 9. A handy container for content?
- 10. Students’ experience of learning?
- 11. Ways of understanding curriculum •Planned •Delivered (created) •Received (‘understood’) •Hidden curriculum
- 13. A new model (Barnett and Coate 2005) • Knowing is about content • Acting is about becoming a historian, actor, psychologist, or philosopher • Being is about understanding yourself, orienting yourself and relating your knowledge and action to the world Knowing Being Acting
- 14. An even newer model from UCL
- 15. One way of seeing the main elements https://www.youtube.com/watch?time_continue=7&v=3C1gTHApg8A
- 16. Let sparks fly?
- 17. Three tasks • What is particular, special, unique, distinctive about the Solent learning experience/curriculum? • What are the main elements of learning? • How do these link to theories about learning, learning design, assessment etc?
- 18. Just a minute No hesitation, repetition, deviation
- 19. Unique to Solent
- 20. Key elements of learning
Editor's Notes
- Tansy
- Is choice always a good thing; does breadth help student to learn better;
- Is choice always a good thing; does breadth help student to learn better;