Developing a responsive curriculum
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Transcript of Developing a responsive curriculum
Developing a responsive curriculum
Professor Freda TallantyreSenior AssociateHigher Education AcademyManchester Metropolitan UniversityNovember 5th 2009
What is driving the agenda?
Global economic integration : competition from e.g. China, India
Raising UK productivity and competitiveness to create a sustainable economy by 2020
Rapid demographic change-16.2% 18 yr olds across UK by 2020
Impact of recession
Some implications of recession
• Graduate destinations eroded and placements impacted
• Training budgets reduced
• Traditional professions hit e.g. financial services
• Unemployment increases and needs to retrain
• Value businesses prosper
• Export increases
• Companies need support to reorient and upskill
• HE Participation rates increase
Motivation for employees and employers
Validate and formalise experience
Open up opportunities for progression
Develop specialist knowledge/expertise
Develop practical skills for performance
Recruit staff who can hit the ground running
Develop existing staff knowledge, skills, expertise
Support staff retention
Extend in-house training
Invest in biggest asset
Employee and employer wants
Flexibility of content and pace
Credit accumulation
Convenient location
Relevance to work
Compatible learning style
Reasonable cost
Fit with work schedule
Minimal release
Influence workplace change
Link theory and practice
Lifelong learning
“Lifelong learning, by contrast, connotes a world of active learners constructing their own knowledge, and seeking out learning resources as and when they need them, in response to the changing circumstances of life and work.”
Ben Knights
Director: English Subject Centre
Higher Education Academy
Academy Exchange, Issue 6, Summer 07, p3
Lifelong learning curriculum
“The development of a lifelong learning curriculum in higher education might possibly lead to a reconfiguration of the map of academic knowledge, and a change to the dominance of the academic discipline.”
Professor John Annette
Pro-Vice Master
Birkbeck College, University of London
Academy Exchange, Issue 6, Summer 07, p19
Characteristics of WBL
Task-related
Performance based or issue led
Innovative
Strategic and just in time
Autonomously managed and self-regulated
Self motivated
Team based
Concerned with enhancing performance
Concerned with improving business
Learndirect
Provider identifies needs Employers and learners identify needs
Develops generic knowledge and skills Develops applied knowledge and skills
Creates new knowledge Transfers existing knowledge
Work relevant Work focused
Fixed schedule of delivery Flexible schedule of delivery
Learning away from the work place Learning in the work place
Support is programme centred Support is learner centred
Learner support provided by provider Learner support is provided by the employer
Wholly recognised by professional body May not be recognised by professional body
Assessment focuses on knowledge Assessment focuses on knowledge and skills
Provider undertakes assessment Employer and/or learner contributes to assessment
Wholly accredited by provider May not be accredited
Evaluate quality of learning experience Evaluate impact on learner development and organisation
Web 2 possibilities
Constructivist approach : learning effective when active, by doing, undertaken in a community and focussed on the learner’s interests.
• Blogs : closed to tutor and student or open to peers
• Wikis : content creation by groups of students
• Social bookmarking : expansion of initial reading lists, with scope for commentaries on texts
• Social networking : hosting discussion or project groups and answering queries
• Immersive technologies : role playing, especially in professional courses
Adapted from HE in a Web 2 World, Melville Report, May 09
Case Study : Learning Through Work (Derby)
• Whole negotiated work-based learning programmes for individual employees or organisational cohorts
• Programmes aligned with QAA qualification descriptors, within a responsive regulatory framework
• Combines learner managed tasks with learner managed processes
• Socially situated individuals relate the learning which arises naturally from work to the requirements for academic awards
• Supported by national platform maintained by learndirect
• Commended by QAA and won THES award for innovation
Case Study : Foundation degree frameworks
• RAF, Chester, Derby, OU and Staffordshire, ILM
• WBL integral and flexible learning styles
• Staff can continue studies if posted overseas
• Framework covers different career paths
• Achieve ILM Diploma as well as academic award
• Helps staff transfer into civilian life
Case Study : Business facing universities
• Focus on “professional teaching, user-driven research and problem-solving with local and regional companies “ – Sainsbury report
• Hertfordshire operates county business link with 50k businesses
• Increase in applied research, pdp progs, student placements amd employability skills
• Innovation Centre supports student and staff enterprise
• Biopark supporting SMEs in bioscience and health technology, including 2 spin-outs from University. Staff and students engage in the businesses.
Case Study : Employer Engagement
Surrey and Sussex SHA supported practice development facilitator roles
Innovative ways of delivering CPD in practice settingHonorary contracts with University of SurreyCombine strategic, clinical, interpersonal and educational functionsCritically evaluate practice to stimulate development and
sustainability of best practiceDevelop learning initiatives to meet service requirementsIntegrate policy aims with specific ward cultureDesign learning capable of university accreditationHigh learner satisfaction and positive impact on patient care
Quality assurance adjustments
Partnerships : clear delineation roles and responsibilities; joint steering committees; support and training for mentors
Assessment : learner agreements; innovative forms; support for employer input; academic oversight
Negotiated learning : criteria for assessment include word count, effort, complexity, innovation, reflection.
Rapid response : frameworks for accelerated validation, proportionate attention for bitesize, short awards
Benefits to employees
PersonalIncreased confidenceHigher aspirations/motivationRaised personal statusGreater self awarenessLearning to think and challenge
assumptionsUnderstanding of specific
issuesNew and enhanced skillsReflection on performance
Professional Improved performanceGreater responsibilityChanged jobs/promotionSalary increaseAble to see wider points of viewPositive change in ways of thinking
at workReduce stress and increase
contentmentAble to coach othersProfessional recognition and
membership
Benefits to employers
Clearer direction of travel for organisationDevelop new/improved policies, standards, contractsImproved quality and service provisionIncreased innovationMore self sufficient employeesPositive attitudinal/behavioural changeExternal recognition and prestige