Technology enhanced curricula
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by Sarah Knight and Lisa Gray
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Technology enhanced curricula
- 1. Technology enhanced curricula Sarah Knight, Head of change: student experience and Lisa Gray, Senior co-design manager, Jisc 31/10/2017
- 2. Overview 31/10/2017 Technology enhanced curricula: a decade of design » Background and context » Current project » How have fashions changed? » Activity and feedback » Next steps Session outline
- 3. Family history 31/10/2017 Technology enhanced curricula: a decade of design » Design for Learning (D4L) Programme 2006-2008 » Curriculum Design Programme 2008-2012 » Curriculum Delivery Programme 2008-2010 » Assessment and Feedback Programme 2011 -2014 Jisc programmes View our learning design ‘family tree’ at: https://padlet.com/gillferrell/LDfamily_tree
- 4. Principles for designing technology enhanced curricula »What do my learners need to learn or what skills do they need to acquire to meet the learning outcomes for this lesson, course or module? »Design learning activities which consider learners’ preferences, the environment they will be learning in, the technologies and digital resources they have access to, who they will be interacting with for example, their peers, tutors and employers; and the intended learning outcomes. 10/09/2015 Moving from electronic management of assessment challenges to solutions
- 5. A model of learning design 10/09/2015 Moving from electronic management of assessment challenges to solutions (Jisc and Beetham, 2007)
- 6. 31/10/2017 Technology enhanced curricula: a decade of design Over to you … What makes an effective learning design? Go to www.menti.com and use the code 50 51 01
- 7. 31/10/2017 Technology enhanced curricula: a decade of design Thoughts from the experts group
- 8. Design and delivery 31/10/2017 Technology enhanced curricula: a decade of design » Learner-centred approach » The curriculum is more fluid » Learning activities can allow for students producing different outcomes each time » Good design ensures that teaching can be adaptive and responsive to learner needs at any point Designing learning experiences
- 9. Assessment 31/10/2017 Technology enhanced curricula: a decade of design » Central role of feedback » Need for shared understanding of how learner is progressing and what they need to do to improve » Analytics reveals issues such as ‘assessment bunching’ » Shared views avoid ‘assessment by stealth’ Assessment for learning
- 10. FE and skills assessment benchmarking tool 27/09/2017 » Benchmarking tool with a focus on assessment for FE and skills » Provides ‘good practice principles’ for assessment › Teaching practice and learner support › Management and administration » With examples at different levels from ‘first steps’ through ‘emerging’, ‘established’ to ‘enhanced’ » And templates to aid reflection and scoring » http://ji.sc/assessment-benchmarking
- 11. Employability and digital capability 31/10/2017 Technology enhanced curricula: a decade of design » Digital capability is now one of the key employability skills » A new kind of digital professional equipped for the future world of work The digital employee “We need to be asking questions such as 'What does it mean to be a nurse?' Being a healthcare professional will mean something completely different in five years’ time. Increasingly nurses are becoming educators and showing people how to monitor their own health and respond to it.” Helen Beetham, educational consultant
- 12. Technology for Employability » Employability » New ‘toolkit’ now available distilling guidance from the study – available from the project page http://bit.ly/employabilityproject » Describing the ‘employable student’ in a digital age – setting digital capabilities within a broader employability framework » Embedding employability into programmes » 5 dimensions of technology for employability » Institutional support » FE and skills employability case studies & vignettes 12/10/2016 Student Experience Experts Group
- 13. Learning analytics 31/10/2017 Technology enhanced curricula: a decade of design » Revealing patterns in design & in learner interactions » Driving enhancement-led review » No simple relationship with learner satisfaction but offers an informed approach » Gathering data from different institutional systems include estates » Find out more https://www.jisc.ac.uk/rd/projects/effective -learning-analytics Data informed design
- 14. Learning spaces 31/10/2017 Technology enhanced curricula: a decade of design » Interactive lecture theatres » Active learning classrooms » Multi-discipline laboratories » Technology offers new possibilities to simulate work environments Active is everywhere
- 15. Learning design tools 31/10/2017 Technology enhanced curricula: a decade of design » Less emphasis on sharing and reuse of designs » More focus on tools that stimulate design conversations » Team-based approaches » F2f supported by physical artefacts » Still need for strategic approach to staff development Changing the conversation
- 16. Learners’ as change agents »Learners are working in partnership with staff to drive curriculum innovation with technology »Learners are digital champions, ambassadors, mentors, digi- experts, co-designers, co- researchers… »Examples from Epping Forest College, Portsmouth College, Harlow College, Oaklands College, Blackburn, Procat Online guide available from: http://bit.ly/jisc-partnership Change agents’ network https://can.jiscinvolve.org 10/09/2015 Moving from electronic management of assessment challenges to solutions
- 17. An evolving model (1) 31/10/2017 Technology enhanced curricula: a decade of design
- 18. An evolving model (2) 31/10/2017 Technology enhanced curricula: a decade of design
- 19. An evolving model (3) »Activity – in your groups, consider the model for designing learning and assessment in a digital age: › What are the challenges you face in your context? › Share examples of what works well »Record these on post its and add them to the model 31/10/2017 Technology enhanced curricula: a decade of design
- 20. Next steps » Designing learning and assessment in a digital age guidance launched in Dec 17 » Joining the pedagogies of learning design and learning analytics to develop our vision for data informed curriculum design » Staff development resources and workshops being developed in 2018 » Get in touch to share your examples of practice sarah.knight@jisc.ac.uk A new approach 31/10/2017 Technology enhanced curricula: a decade of design
- 21. Supporting FE and Skills with their use of technology 12/10/2016 Student Experience Experts Group › The evolution of FELTAG: A glimpse at effective practice in UK FE and Skills › New Senior leaders think pieces › Over 50 case studies of practice Available from https://www.jisc.ac.uk/reports/ the-evolution-of-feltag
- 22. jisc.ac.uk Except where otherwise noted, this work is licensed under CC-BY-NC-ND Find out more… Contact Sarah Knight Senior Co-Design Manager, Student Experience sarah.knight@jisc.ac.uk 31/10/2017 Technology enhanced curricula: a decade of design
Editor's Notes
- Mention terminology and what we mean by learning/curriculum design. Possibly worth getting a feel for the audience by asking who has experience of designing courses/modules/lessons or is responsible for the development of teaching staff or quality assurance of teaching. Note that learning design is surfacing as a topic of interest in many areas including requests to Jisc for guidance and renewed interest in the learning design cross institutional network (LD CIN). Mention that research for the guide involved interviews with practitioners from HE and FE and skills. The guide is based on sound learning and teaching practice and its focus is very practical with lots of hands-on activities to try out in your own institution.
- The conversations we have been having as part of the research for the guide have revealed the legacy of tools and resources that has come out of these Jisc activities. People have not only been influenced by this work but they are also still using and adapting many of the resources. Mention how, although things like Carpe Diem and TESTA aren't Jisc programme outputs, they were developed in parallel with work on these programmes and refined as a result of the learning that came out of the programmes. If this audience may not be familiar with these works it might be sufficient just to say that some of the main influences on how the sector approaches learning design have come out of the Jisc ‘family’. Looking back across more than a decade of work also serves to highlight how big some of the shifts in thinking that we have seen happening incrementally over time actually are.
- Do mentimeter word cloud now
- Word cloud from experts meeting.
- The way we view the whole learning design space is more holistic now. We used to talk about design and deliberately as separate things and indeed had separate programs focusing on them. To some extent this was founded on quite a content-based model whereby we designed learning content to be served up to learners during the delivery phase. Now the approach is much more about designing learning activities and experiences. It is a learner-centred approach that says not 'what am I going to teach?' but rather 'how are these people going to learn? Content is no longer king. The curriculum is much less of a fixed thing and more a fluid set of activities that can produce different outcomes with different groups. The previous separation between design and delivery now seems somewhat artificial and looks much more like a continuum from macro-micro outcomes and sequencing. This way of looking at it seems to go a long way towards bridging the differences between how HE and FE approach the topic. Issues relating to how you manage that sequencing e.g. with people such as part time tutors who teach a very small part of a course are very similar across FE and HE.
- We are very aware of the extent to which assessment drives behaviour. One of the biggest shifts we have seen is the move towards more of an assessment for learning approach that focuses on feedback and formative assessment rather than assessment of learning that focuses on the summative. ’Constructive alignment’ as in deciding what you are going to teach and then thinking about how you will assess that = more of an assessment of learning approach. AfL is more learner-centred. This has important implications for learning design as we need to ensure we build in loops where feedback becomes a dialogue with the learner and also to ensure that learners receive feedback in a timely fashion so that they have the opportunity to act on it for their next assignment. Having seen this shift in approach deliver very successful outcomes there are nonetheless challenges such as how to deal with the new approach to endpoint assessment in the apprenticeship standards. Technology is helping to promote these approaches in many ways by its many possibilities for use in formative assessment and providing rapid and accessible feedback to the increasing use of dashboards so that staff and learners have greater transparency about, and a shared understanding of, progress. The increased visibility of the curriculum made possible by technology is helping us address long standing issues such as 'assessment bunching'. Most teachers will realise instinctively that students don't do their best work when they have too many deadlines close together but now we have data to prove it. There is also, certainly in HE, a frequent tendency to over-assess learners that can be seen much more clearly when we have digital information about assessment practice.
- We are starting to look at employability differently and here we have bundled employability and digital capability together as they are interrelated. Employability can no longer be seen as a fixed thing i.e. a set of skills boxes to tick for this particular course. You now need to prepare learners for a future that may look very different from today (see the quote in relation to how the healthcare profession is changing). To be employable in the modern world we need to teach people to be lifelong learners. Lots of our interviewees talked about how viewing the issues in this way helps to get staff on board. Staff aren't interested in digital literacy or digital capabilities for their own sake but when they can see its relevance to their learner's future life chances, they get the point and they also see why they need to invest in their own digital skills in order to help their learners.
- Increasing numbers of institutions are undertaking some form of learning analytics. A lot of the emphasis is on the predicted element allowing us to identify learners at risk but it is equally useful to analyse data about the curriculum itself and issues relating to the way it is structured that can either be barriers or enablers. In HE people are using this approach to move away from a fixed cycle of five yearly course review to look at key indicators instead and identify whether there is anything about student retention, achievement, satisfaction on that course that signals a problem suggesting the course should be reviewed sooner rather than later. People are also looking at what types of learning activities lead to more successful student outcomes and we are starting to see people build this kind of categorisation of learning activities into their VLE.
- Jisc has also been at the forefront of understanding and providing guidance on new developments in physical learning space and learned many lessons from following many major college new builds and redevelopments. Even the physical space has tended to reflect our content-driven model. The earliest innovation was often in our 'temples of content' the libraries and learning resource centres. Quite early on we also began to realise the importance of connecting formal and informal learning and developing informal spaces where students could take control of their own learning. Updating formal teaching spaces such as classrooms (and lecture theatres in HE) is something that many institutions took a lot longer to tackle. We are now seeing many more active learning classrooms designed for group work. The design of the curriculum is also changing to take advantage of the opportunities afforded by these new spaces e.g. at more advanced levels of study - science labs where learners no longer undertake 'recipe-based’ experiments to produce a known outcome. Instead they are asked to design an experiment that can shed light on a particular problem. The FE sector has long had a much wider range of real-world work environments in its formal teaching spaces and technologies such as augmented and virtual reality now offer amazing opportunities for authentic learning. There are many excellent examples of this to be found in the Jisc Digital Apprenticeships toolkit.
- Just in time and on demand approaches are working well but really needs a strategic focus to ensure all staff have access to development and support before they first begin to design learning. Move in HE to a more holistic programme focused view to avoid issues caused by a modular approach. Lots of great support sites for FE - need to try and make it easy for teachers to see what kind of tools can support the approaches they want to use. Enabling teaching to be 'digital by design' rather than an add-on.
- V quick summary of changes in the model used by Jisc to describe this space. Design & delivery separate here.
- This puts it into more of an ‘ecosystem’ but still very process-oriented
- Our current approach is more holistic. We have based it on an appreciative inquiry approach whereby you look at what you are already doing well and build on this. This is a recognised technique used in many sectors and we have evidence that it is a particularly successful approach in the education sector.
- Do we want to take this out?