Gráinne Conole, The Open University

g.c.conole@open.ac.uk

JISC Curriculum Design, Cluster meeting Strathclyde University

21/4/09

FocusSeries of reflections on potential curriculum

design representationsIdeas for collaboration across the three JISC

Curriculum Design projects (the Open University, Strathclyde University, Ulster University)

Suggestions for next steps

Aspects of design We have a reasonably good understanding of design at the learning activity level…

Support

Assessment

Learning outcomes

Tasks

Representations1. Textual summary and keywords 2. At a glance map3. Timeline

1. Production2. Presentation/delivery

4. Content/topic/curriculum map5. Workload – overall, distribution, breakdown6. Principles/pedagogy matrix7. Cost

1. Production2. Presentation/delivery

8. Success criteria tick box9. Relationships and inter-dependencies10. Process flow maps

1. SummaryBrief overviewKeywords

Abstract model of course (wrap around, web 2.0, bought it, empty box)

Main pedagogical approach (problem-based, dialogic, etc)

Discipline and level

2. At a glance map

Summary

Tools & resources

ActivitiesLearning outcomes

Success criteria

Support Timeline

Principles/pedagogy

Content

3. Timeline

BA Do D1 D2SG1 SGn SG8

Production Presentation

SGn… SGn…

Course calendar

Wk1 Wkn,,,TMA ECA

4. Content mapTheme 1

Theme 2

Theme 3

5. WorkloadRoles Wk1 Wk2 Wk…

Course chair

Course manager

Academic team members

Technical developers

Librarians

Tutors

Assessors

Administrators

Students

Thinking & reflection

Conversation & interaction

Experience & activity

Evidence& demonstration

Principles Thinking & reflection

Experience & activity

Conversation & interaction

Evidence & demonstratio

n

Reflect on experience and show

understanding

Frequent interactive exercises & feedback

Provides support for

independent learning

Supports collaborative

activities

Mapping learning activities against goals

Aggregation of learning activities

Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

OpenLearn SociaLearn

Different set of principles

Different mapping to pedagogies

A DNA print of designs

Variants on the matrixMapping principles to activities

Activity 1 Activity 2 Activity 3

Principle 1

Principle 2

Principle 3

Bloom’s taxonomy

Knowledge … Evaluation

Principle 1

Principle 2

Principle 3

7. Cost

Type Wk1 Wk2 Wk…

People

Resources

Media

Assessment

Administration

Pedagogy

Cost effectivenessInnovation

Context/fit for purpose

Criteria breakdown

Pedagogy

Constructive alignment…

Cost effectiveness

Finance summary…

Innovation

Web 2.0, use of wiki…

Context/fit for purpose

Strategic fit, prof alignment…

A suite of interactive widgetsUlster interactive wheelMilo framework spider mapsMapping

Learning outcomes to topicLearning outcomes to assessmentAssessment to topic

Media advisor pedagogy distributionAffordancesPedagogy dimensions8LEM/Hybrid model

Lecture 2 0 1 0

Seminar 1 3 1 0

Peer assessment 0 1 1 2

Forum 0 3 1 1

FeaturesPrinciples

Generate generic set derived from theoryUsers can adapt/add to

Levels and aspects Works at a number of levelsEach ‘white’ box can be unpackedStatic representations vs. progression process vs.

relationships/dependenciesDesign of a course vs. an instance of a course

UsesGuidelines for course designComparison between coursesDepartmental, Faculty, Institution overviewDeconstructionChecklistCourse evaluation

Cluster to do listSet up a cloudscape for the cluster and populate

with clouds describing the different interventions each of the projects is producing (tools, approaches, methods)

Work up/validate curriculum design taxonomyAgree set of principles mapped to good

pedagogy (REAP, etc)Brainstorm success criteriaTrial representations and compare

Cluster aspirationsShared set of interventions shared through

the cluster cloudworks and set of evolve reflections of use

Set of validated forms of representation for curriculum design

Curriculum design taxonomy and set of pedagogical principles