ORIC - Open Educational Resources for the
Inclusive Curriculum
http://www.oric.brad.ac.uk
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Welcome and introduction.
Why bother?
Wtructure and assessment.
Aims of today.
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Why seek to develop an inclusive curriculum?
Enhance the status of learning and teaching.
Approach the craft of teaching from analytic and
critical perspectives.
Work out ways we can all do it better!
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The importance of curriculum design issues in
the national context, particularly note factors
like:
◦ Increasing pressures on resources (e.g. workload
models).
◦ Increasing accountability and visibility.
◦ Increasing competition for students.
◦ National influences, such as the NQF, Burgess report.
◦ New technologies and opportunities.
◦ Increasing pace of change.
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Students were ‘top 3%’.
Binary divide.
CNAA for Polys.
Professional support?
Little research into HE.
Teaching roles?
No ‘e’.
Student voice?
Course structures.
Degree classification.
Then
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Students were ‘top 3%’.
Binary divide.
CNAA for Polys only.
Professional support?
Little research into HE.
Teaching roles?
No ‘e’.
Student voice?
Course structures.
Degree classification.
Then
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40%/50% targets.
League tables/consortia.
QAA: NQF, Prog Specs.
HEA & Subject Centres (?)
Growing evidence/outlets.
NTF, Univ Fellowships.
Email, VLE, Web 2, PLE.
NSS.
Modules, CATS, Semesters.
Burgess report and HEAR.
Now
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Thirty years ago the following were available:
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Lectures and seminars;
Workshops and practicals;
Games and simulations (paper-based or physical);
Chalkboards (later OHP);
Banda and Gestetner (later Photocopier);
Library (with limited stock?).
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Lectures, seminars, workshops etc.
Open space/World Café/other
formats.
Tutorials & face-to-face contact.
VLE.
Powerpoint.
Microsoft Word & Wimba Create.
Microsoft Office.
Student Response Systems.
Concept and mind maps (e.g. cmap).
Online video/YouTube etc.
E-portfolios.
Aggregators.
RLOs.
Formative and summative CAA.
Project management tools.
Speech recognition software.
Discussion boards.
Skype.
Image editing.
Screen capture (e.g. Camtasia).
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Text messaging.
Web 2.0 (e.g. podcasts, wikis, blogs).
Visual databases.
Social networking (e.g. Facebook,
Ning).
Simulations and games
(online/contact).
Social bookmarking.
Google/Google Scholar.
Google Docs.
Mobile phones.
Web widgets.
Calendar/scheduling software.
Audio feedback – Audacity.
Wikipedia.
Personal web pages.
Turnitin.
PDAs and phones with GPS.
Web conferencing (e.g. Elluminate).
GloMaker2.
C-Link.
Anything you would add to
or subtract from this list?
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Institutional/organisational initiatives in
curriculum design,
e.g. Leicester, Brighton.
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HEA initiatives.
JISC (including TechDis) programmes in:
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Curriculum design;
Curriculum delivery;
See the programme blog and the Design Studio.
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Module delivery and adaptation.
New module design.
Course/programme design.
Institutional approaches and procedures/
regulations.
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Critically assess current theoretical models
of learning, teaching, assessment and
curriculum design.
Identify the characteristics of an effective
and inclusive curriculum.
Analyse the policy, disciplinary,
professional, cultural and technological
influences and impacts on curriculum
design.
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Demonstrate an evidence-informed
approach to inclusive curriculum design and
assessment.
Evaluate existing modules in terms of
effectiveness and inclusivity for learners.
Design an effective and inclusive learning
environment.
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Demonstrate effective communication and
IT skills.
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Are these ‘good’ learning outcomes?
And for subsequent discussion
◦ How do the learning outcomes relate to the
assessment criteria and to the modes of
assessment?
◦ Is this module satisfactorily aligned?
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Class sessions
Learning Sets
Blackboard support: information and resources
plus opportunities for questions/discussion
Opportunities for individual meetings
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Assessment
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Summative:
◦ An individual assignment focussed on module
evaluation and design. 4000 words or equivalent in
alternative media.
NB Word count does not include appendices or
attachments, e.g. the module description.
◦ See the DRAFT criteria.
◦ See the assignment spec.
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Formative
◦ Draft extract (no more than 500 words) to receive
audio feedback from tutor.
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Aims
Realised?
Clarify aims of the module
Explain the assessment
Start to identify your approach to and
possible issues in curriculum design
Start to introduce different
perspectives from across HE for you to
consider
Start you thinking
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And the first task:
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Each Learning Set:
Draw a collective concept map:
◦ What are the most important characteristics of
curriculum design in UK HE?
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
And the first task:
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Each Learning Set:
Draw a collective concept map:
◦ What are the most important characteristics of
curriculum design in UK HE?
And then I’ll show you mine!
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