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Institutional approaches to curriculum design

Institutional approaches to curriculum design. Helen Beetham Synthesis Consultant, JISC. Context. Curriculum knowledge is changing problem-focused, interdisciplinary, process-based (procedural over declarative), rapidly out of date Curriculum 'business models' are changing

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Institutional approaches to curriculum design

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  1. Institutional approaches to curriculum design Helen BeethamSynthesis Consultant, JISC

  2. Context Curriculum knowledge is changing problem-focused, interdisciplinary, process-based (procedural over declarative), rapidly out of date Curriculum 'business models' are changing work-based learners, govt skills agenda, employability, foundation degrees, post-graduate CPD Learner demographics are changing loss of 18-21 yr olds, adult returners, WP, international learners Open content / personal technologies give learners new ways of participating: 'we know, we tell you' doesn't work any more

  3. Background JISC Design for Learning programme HEA Benchmarking and Pathfinder Learners' experiences of e-learning programme Domain mapping and standards work by JISC, helping to join up institutional processes (CoVARM, XCRI) Realisation of the organisational limits on 'embedding into the curriculum' HEFCE's e-learning strategy statement 2009 repositions embedding as enhancement, and emphasises a systemic approach

  4. Technology: the vision Joined-up processes, single data entry for course related information Interoperability/exchange (where relevant) of course-related information, learner information, time and location constraints... Support for flexible, modular curricula and credit transfer Support for educational design and curriculum planning Support for reflection on the learning process Provide data on learners and cohorts to support responsive teaching Capture relationships between e.g. courses, outcomes/competences and assignments Enable effective sharing and repurposing of units of learning

  5. Learning: the vision Meets diverse learner needs Encourages learners to develop their own goals and pathways Emphasises co-production of academic and professional knowledge Fits into learners' whole lives and personal development pathways Supports development and evidencing of competence/capability Promotes critical awareness and creative self-expression Supports lifelong learning capabilities Acknowledges learners' existing skills and practices, including practices with technologies Makes creative use of available technologies including learner-owned

  6. Curriculum processes: the vision Efficient in terms of time and other resources Flexible, responsive to new demands Integrated, and appropriately supported by technology Involve lecturers, learners, employers and other stakeholders Documentation that is supportive and enabling, not constraining Academic quality assurance (light touch/agile where appropriate) Elicit and act upon feedback from learners (embed learner voice) Lessons learned across curriculum boundaries Suited to institutional mission e.g. embedding strategic goals and initiatives into the curriculum

  7. Institutional technologies: the vision Support information flows: course-related information, learner-related information, content information, environmental constraints Tools available to support learning design and curriculum planning Learning pathways intersect with curriculum pathways and learner support, to support responsive teaching Capturing data to feed back into curriculum design, e.g. learning outcomes, learner experiences, technologies, approaches Enable effective sharing of practice and repurposing of units of learning Support flexible, modular curricula and credit transfer Support learner reflection and PDP, transferable across contexts

  8. What has been funded? 12 projects, 4-year timescale, wide range of institutions, technologies and challenges Cluster A: learners and employers as stakeholders; 'learner-led, employer-facing'; new curriculum outcomes Cluster B: process reform; interoperable info systems; quality; 'flexible, agile, responsive' processes Cluster C: learning design tools and processes; linking learner and course data; 'shared practice, effective design systems/processes'

  9. Mapping the programme

  10. Helping us to map the programme How does the curriculum need to change? How do organisations need to change? Technologies Processes Stakeholders Challenges

  11. Helping us ensure outcomes are valuable What two questions do we most urgently need to answer? What kinds of curriculum tools/resources are most urgently needed by the sector?

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