Technology enhanced curricula: A decade of design
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by Gill Ferrell
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Technology enhanced curricula: A decade of design
- 1. Technology enhanced curricula: a decade of design 18/10/2017
- 2. Overview 18/10/2017 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 18/10/2017 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. Design and delivery 18/10/2017 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
- 5. Assessment 18/10/2017 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
- 6. Employability and digital capability 18/10/2017 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
- 7. Learning analytics 18/10/2017 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 Data informed design
- 8. Learning spaces 18/10/2017 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
- 9. Learning design tools 18/10/2017 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
- 10. An evolving model (1) 18/10/2017 Technology enhanced curricula: a decade of design
- 11. An evolving model (2) 18/10/2017 Technology enhanced curricula: a decade of design
- 12. An evolving model (3) 18/10/2017 Technology enhanced curricula: a decade of design
- 13. 18/10/2017 Technology enhanced curricula: a decade of design Over to you … What is the essence of good learning design? Go to www.menti.com and use the code 60 56 55 https://www.mentimeter.com/s/7e031ea95cbe65cfbaf7bfdff2bd5458/68134dd2d33e
- 14. Try it out » Simple, graphical technique » Non confrontational way to address issues » Good for addressing complex problems with diverse stakeholders » Surfaces perceptions Checkland, P.B. 1993 Systems thinking, SystemsTheory. Chichester, England: John Wiley and Sons Ltd About rich pictures 18/10/2017 Technology enhanced curricula: a decade of design
- 15. Activity 18/10/2017 Technology enhanced curricula: a decade of design In your groups use a rich picture approach to suggest what your ideal learning design ‘ecosystem’ should look like Think about: • What are the factors involved e.g. pedagogy, physical space, tracking data, staff development, leadership? • How do they need to work together? • Any barriers you may need to overcome? • Any enablers you can add?
- 16. Next steps » Review group » Launch of an ‘elastic’ guide » Joining the pedgagogies of learning design and learning analytics » Staff development resources A new approach 18/10/2017 Technology enhanced curricula: a decade of design
- 17. 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 18/10/2017 Technology enhanced curricula: a decade of design Gill Ferrell gill@aspire-edu.org
Editor's Notes
- Mention terminology and what we mean by learning/curriculum design. Ask who has experience of designing courses/modules/lessons.
- 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.
- Content is no longer king Designing activities and experiences rather than a fixed curriculum that is delivered in a set way. Previous separation was artificial now continuum from macro-micro outcomes and sequencing. Issues relating to how you manage that sequencing e.g. with people who teach a very small part of a course are very similar across FE and HE
- '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.
- Digital literacy has had its day as a term. Staff aren't interested in digital literacy/capability for its own sake but engage when they understand the relevance to learner employability.
- Initial focus of next-generation learning spaces still often focused around access to content i.e. starting with libraries and learning resource centres understanding importance of social learning and increased emphasis on informal learning spaces finally tackling the last bastions of traditional teaching - classrooms and lecture theatres Not new in FE but technology offers new possibilities
- 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 Design & delivery separate here
- Puts it into more of an ‘ecosystem’ but still very process-oriented
- More holistic Less of an FE/HE divide – some of issues very similar e.g. part time staff teaching only small part of curriculum. Based on AI approach
- Do mentimeter word cloud now
- Think about: what are the elements involved, how they need to work together, any barriers you may need to overcome, any enablers you can add