by Paul Bartholomew

1. Institutional Approaches to Curriculum Design
Paul Bartholomew
Ulster University
Jisc enthusiast
Author of messy slides
Teller of too many tales
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2. But First…. Why I love Jisc!
Professor Paul Bartholomew
PVC (Education) Ulster University
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3. Enthused
innovator
Influential
‘expert’
Institutional
leader
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Community of practice
Showcasing; advocating; funding
Benchmarking;
embedding;
‘terraforming’

4. Case study: Institutional approaches to curriculum design
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2008-2012
Investment
and impact
(TSPARC)
2013-2016
impact
2016-now
impact
2008-now impact

5. From projects to people
Enthused
innovator
Influential
‘expert’
Institutional
leader
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Jisc made this PVC
And this PVC has an interest in
curriculum design!

6. Where am I now?
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£280m
15000 staff and students

7. And the other four campuses…
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8. Context over, let’s move on (or back?)
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9. Curriculum design
and approval
Course discovery
and marketing
Design of
delivery
Evaluation and
enhancement

10. Curriculum design and approval
Key technologies:
• Curriculum management system
• Online collaboration tools
• Padlet
• Mentimeter
• Shared drives
• VLE spaces
• SharePoint
Product and process:
Lightest possible touch

11. Key learning for me
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• Only use technology where it adds value
• Institutional perceptions of value may not be the same as
individual perceptions of value
• Facilitators help
• Lightest touch possible. Always.
• But we still need documents, and a way to approve them

12. Key learning for me
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• The Rough Guide principles from my BCU days still has legs
• Had been adopted at Ulster prior to my arrival
• Curriculum Design as a sequenced activity
• Non-tokenistic stakeholder engagement vital for success
• The need to join up design and delivery is critical

13. Course discovery and marketing
Key technologies:
• Curriculum management system
• CMA
• Electronic prospectus
• Customer relationship management system
• Enquiry management/tracking
• Keeping warm
• Online enrolment

14. Design of delivery
Key technologies:
• Timetabling
• Learning Design
• Learning analytics
New CDIO

15. Key learning for me
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• Timetabling can be a bit of a nightmare.
• Learning Design is under-supported but crucial in my
context
• Learning analytics (of all types) helps to hone
delivery (more under enhancement)

16. Resurrecting Learning Design
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• ‘BCU’s’ Learning Activity Designer
• Happy for us to take it on and develop it with the
developer
• I want to expand what it can do

17. Resurrecting Learning Design
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18. Resurrecting Learning Design
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Social learning spaces
1hr:Task
setting lecture
1hr: Break-out
into social
spaces
1hr: Plenary3hr lecture

19. Resurrecting Learning Design
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Social learning spaces
1hr:Task
setting lecture
1hr: Break-out
into social
spaces
1hr: Plenary3hr lecture
The designed sequences
to be packaged and sent
for room booking!
(Our aspiration)

20. Revisiting Ulster’sViewpoints Project
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Another Jisc Project

21. Evaluation and enhancement
Key technologies:
• Programme analytics
• Module analytics
• Student Learning analytics
• Online/real time evaluations
• Bringing forward redesign/revalidation where it
might help

22. Evaluation and enhancement
• Curriculum design is a cycle
• Most curriculum design is redesign
• Most validation is revalidation
• These activities should be informed
by data
• These data should be evaluative
• How do we help people be evaluative
and thus focused on enhancement?
• Data Analytics – of various sorts

23. Data analytics
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• Faculty level
• School Level
• Programme Level
• Module level
• Assessment item level
• Student level

24. Data analytics
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• Faculty level
• School Level
• Programme Level
• Module level
• Assessment item level
• Student level
Portfolio development – NI Context

25. Data analytics
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• Faculty level
• School Level
• Programme Level
• Module level
• Assessment item level
• Student level
Programme quality
enhancement

26. Data analytics
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• Faculty level
• School Level
• Programme Level
• Module level
• Assessment item level
• Student level Retention, progression, student success

27. Portfolio planning
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28. Programme quality enhancement
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29. Programme quality enhancement
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Currently not a satisfactory process

30. Student Success
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31. Student Success
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32. Student Success
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33. Student Success
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Staff have to
complete an
online course
before they
can use this
technology.

34. Concluding thoughts…
»LikeTEL, curriculum design is about people
»People have competing priorities
»We need to help them
»Technology is only an ‘easy sell’ where it plays into
individuals’ perception of value
»Data-centric enhancement is key to institutional
success
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35. Any questions?