Introduction
ORIC - Open Educational Resources for the Inclusive Curriculum http://www.oric.brad.ac.uk 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 2 Welcome and introduction. Why bother? Wtructure and assessment. Aims of today. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 3 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! This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 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. 4 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 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 5 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 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 6 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 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ Thirty years ago the following were available: ◦ ◦ ◦ ◦ ◦ ◦ 7 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?). This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 8 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). 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? This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ Institutional/organisational initiatives in curriculum design, e.g. Leicester, Brighton. HEA initiatives. JISC (including TechDis) programmes in: 9 Curriculum design; Curriculum delivery; See the programme blog and the Design Studio. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 10 Module delivery and adaptation. New module design. Course/programme design. Institutional approaches and procedures/ regulations. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 11 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. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 12 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. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 13 Demonstrate effective communication and IT skills. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 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? 14 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 15 Class sessions Learning Sets Blackboard support: information and resources plus opportunities for questions/discussion Opportunities for individual meetings This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ Assessment 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. Formative ◦ Draft extract (no more than 500 words) to receive audio feedback from tutor. 16 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 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 17 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: Each Learning Set: Draw a collective concept map: ◦ What are the most important characteristics of curriculum design in UK HE? 18 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: 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! 19 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/
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