Viewpoints Factsheet
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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
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 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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Course & Subject Management
Once a course has been approved, a course committee is established and a Course Director is appointed. The Course Director works with the committee and Module Co-ordinators to manage the course effectively. Support for the course management process is provided by several departments and includes staff development and training, quality reviews, curriculum design guidance, and advisory services. Outputs include documentation, seminars, recognition programs to support academic staff.
HEA Seminar - Encouraging creative and innovative 'Viewpoints' in Curriculum ...
HEA Seminar - Encouraging creative and innovative 'Viewpoints' in Curriculum ...Viewpoints, University of Ulster
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. Lilac, April 2012, part 2
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.
Minor Revisions
A CA3 form is submitted to the faculty for consideration and approval of minor course revisions that do not have substantial implications for resources or the overall curriculum. The faculty's teaching and learning committee or relevant subcommittee will scrutinize the revisions. Following faculty approval, the form is forwarded to the academic office. More details on the program revision process can be found by clicking the provided link.
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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.
Quality Management & Audit
The Quality Management and Audit Unit coordinates standards assurance and quality enhancement to support the university's mission. It oversees processes that produce various outputs including course handbooks, student charters, assessment guidelines, and information for monitoring academic quality. These outputs provide information to audiences like students, faculty, and staff.
Ulster Curriculum Design Processes
The document outlines two processes: the Revalidation process and the Course and Subject Management process.
The Revalidation process follows a five year cycle where units are allocated to a revalidation year. It involves preparation of documentation that is reviewed by a panel.
The Course and Subject Management process establishes a course committee and director once a course is approved. It focuses on effective ongoing management of the course through staff development and student support activities.
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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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Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
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Bringing the backstage conversations front of stage: a whole organisational ...
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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.
Fs
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.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
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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 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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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.
Blended Learning Conference Hertfordshire 13 June 2012
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.
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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 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 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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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 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 firmly 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 help you to figure out what's important to your course, zooming in on areas such as assessment and feedback, resources and information management, communities, teaching and learning and module pathways. 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://viewpointsproject.blogspot.com Dr Alan Masson Fiona Doherty Karen Virapen Project Director Instructional Technologist Instructional Technologist aj.masson@ulster.ac.uk fp.doherty@ulster.ac.uk k.virapen@ulster.ac.uk