Viewpoints factsheet
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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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Viewpoints Factsheet
Viewpoints is a project that aims to simplify the course design process and put learners at the center. They create reflective tools to help staff design courses from the learner's perspective. Their tools will ask questions about learners and use the responses to provide prompts and feedback to help plan better course documents. This focuses on key issues like understanding the student cohort to tailor courses to today's learners. The output can then be used to inform course redesign or revalidation and to provide information to students.
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Viewpoints Factsheet
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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.Workshop Presentation Template
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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Here are the key points to emphasize in this session:
- Career planning starts with knowing yourself - your interests, talents, values, skills, personality traits, etc.
- Self-awareness is an ongoing process. Students don't have to figure everything out right away.
- Encourage students to be honest with themselves in the self-assessments. Reassure them there are no right or wrong answers.
- Discussing results with peers can provide different perspectives and insights.
- Interests and talents may change over time as they learn and experience new things. Being open-minded is important.
- The information from the self-assessments can help them explore suitable career options
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The document discusses assessment for learning, which is different from assessment of learning. Assessment for learning helps students learn better by helping students and teachers see learning goals, where students are in relation to goals, and how to improve. Research shows assessment for learning improves learning, especially for students who find learning challenging. The document advocates for applying assessment for learning principles to help students learn now and in the future.
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Fs2
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
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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
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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.
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.
2) The Course Director works with the committee and coordinators to oversee the effective running of the course.
3) Various university offices provide resources and training to support curriculum design and course management.
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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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The document summarizes a workshop on assessment and feedback using the Viewpoints framework. Viewpoints is a curriculum design project that provides tools to help staff consider the learner perspective. The workshop involved groups using Viewpoints cards on assessment principles mapped to a student timeline to address objectives, then sharing outputs. Attendees found the workshop informative, engaging, and useful for considering assessment and feedback from the learner view.
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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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The documents discuss key considerations for good teaching and learning practices: assessment and skills, learner engagement, information feedback, and creativity in the curriculum. The cards aim to help educators design formative assessment strategies and information literacy skills development to empower learners, provide feedback opportunities, and improve learning experiences. Educators are encouraged to consider how information skills and creative practices can be integrated throughout course curricula.
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The document outlines a Viewpoints workshop about using curriculum design tools to promote effective course development. The workshop includes an introduction to Viewpoints, which provides reflective tools using a learner timeline. Participants work through tasks to select principles, map them to a timeline, and identify implementation ideas to achieve objectives like retention or graduate qualities. The goals are to establish shared meanings, facilitate discussions, and collaboratively develop workshop outputs. Benefits include forming the basis for assessment strategies and providing resources for future planning.Final Programme
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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This document provides an overview of a workshop on adopting the Viewpoints approach for curriculum design at one's own institution. It discusses the Viewpoints framework and resources, phases of the Viewpoints workshop process, tips for facilitation, and potential outputs. The workshop would guide participants through exploring design principles, mapping them to a learner timeline, selecting implementation ideas, and agreeing an action plan. Using Viewpoints is intended to help course teams put the learner perspective at the forefront and holistically consider curriculum through an informal process.
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Viewpoints factsheet
- 1. ABOUT VIEWPOINTS At Viewpoints, we believe that learners should be at the heart of teaching and learning. But how does this apply when designing a course? Viewpoints, a JISC-funded project in the University of Ulster, are creating a series of simple, user- friendly reflective tools (both online and workshop versions) for staff to use, promoting and enhancing good curriculum design. All our services aim to simplify the course design process, bringing key curriculum information and prompts together in a simple, succinct way. Our tools and workshops will help staff think about course development from a fresh new perspective - putting the learner at the centre of any course. WHAT WE CAN DO FOR YOU Viewpoints can help staff develop any part of a course - from re-working a module, right up to new course design or course revalidation level. We focus on four different aspects of course design – assessment and feedback, information skills, student interactions and creativity and innovation. We also help you focus on different key points in the student life cycle - from induction to course completion - and consider how these might affect students' learning experiences. Above all, we help to focus attention on a course from the student perspective. HOW IT WILL WORK We will ask staff some simple questions about learners or learning perspectives. Based on these responses, they will be given some prompts and feedback that will help them plan and create better course documents. Tools like the Student Profiler will focus on key issues, such as: who exactly are your students? What cohort issues (such as size of group, academic issues, etc.) might affect the course and how it is designed or delivered? The output documents from Viewpoints sessions will let staff reflect on and plan their curricula from a new perspective, helping them to tailor courses to the needs of today's learners. These outputs can also be used to inform students about their particular course. FURTHER INFORMATION Viewpoints project - http://viewpoints.ulster.ac.uk Dr Alan Masson Jill Harrison Karen Virapen Project Director Instructional Technologist Instructional Technologist aj.masson@ulster.ac.uk ja.harrison@ulster.ac.uk k.virapen@ulster.ac.uk