Influences on and different approaches to curriculum design

Report
What do we mean by ‘the curriculum’
(and does it matter?)
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From QCA:
◦ “everything that promotes learners’ intellectual,
personal, social and physical development. As well
as lessons and extracurricular activities, it includes
approaches to teaching, learning and assessment,
the quality of relationships within school, and the
values embodied in the way the school operates.”
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From Scotland (UWS):
◦ Instead of starting with the building blocks of a
syllabus or discipline content, it suggests that we
should begin by focussing upon the learner and
how they learn. This approach turns the traditional
curriculum design model on its head, and redefines
curriculum as about process rather than product.
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From Singapore:
◦ If a curriculum is to be “a planned educational
experience”, then curriculum design and
implementation should follow a sequence of steps
that operates like an upward and downward spiral
with a robust feedback system for the adjustment
of each step.
◦ See the 6 steps
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§4: Different levels?
Prideaux, D. BMJ 2003;326:268-270
Copyright ©2003 BMJ Publishing Group Ltd.
And is this the best approach?
Prideaux, D. BMJ 2003;326:268-270
Copyright ©2003 BMJ Publishing Group Ltd.
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See definition provided by JISC but without
the consideration of marketing:
… It could be said to answer the questions ‘What
needs to be learned?’, ‘What resources will this
require?’, and 'How will this be assessed?'
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What do we take into consideration when we
plan/design?
What do we have to demonstrate in order to
be approved (course/module
documentation)?
What should we have to demonstrate (e.g. is
our existing documentation and procedures
fully fit for purpose)?
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JISC project
The eTutor project will explore the potential
to develop and deliver education and training
on-line using ubiquitous technologies, social
networking and open source software, and
freely available on-line resources.
2 modules developed and tested; full
implementation was intended to follow
Would this approach ‘work’ with our
students?
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Do we need to ‘reinvent undergraduate
education’?
1999 –Boyer Commission report
 10 ways to change undergraduate education
 The capstone to culminate
 How influential has this been?
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2005 – in UK, Creation of CETLs
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Reinvention Centre (Warwick / Oxford Brookes)
AURS (Reading)
CILASS (Sheffield)
CEEBL (Manchester)
2006 – HEFCE National Strategic Priorities for
Teaching and Learning
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University of Lincoln:
◦ http://www.lincoln.ac.uk/cerd/uros.htm
◦ http://neo.lincoln.ac.uk
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Research and Teaching
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HEA: Research and Teaching
◦ http://www.heacademy.ac.uk/ourwork/research/te
aching
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And a useful resource for students:
◦ Analyse this!!
◦ http://www.learnhigher.ac.uk/analysethis/
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2.
Different institutional perspectives
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Folllow the weblinks below and respond to the questions on the next
slide.
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University of Manchester:
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Griffith University
◦ web pages from their Teaching and Learning Support Office
◦ Their ‘mandatory’ course (module) outline document
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MacQuarie University
◦ Introductory page from their Learning and Teaching Centre
Dublin Institute of Technology
◦ The links below take you to 3 pages from an online article about work-based learning
by Anne Murphy: The interface between academic knowledge and working
knowledge. Implications for curriculum design and pedagogic practice
◦ http://level3.dit.ie/html/issue6/murphy/murphy_1.html
◦ http://level3.dit.ie/html/issue6/murphy/murphy_table2.htm
◦ http://level3.dit.ie/html/issue6/murphy/murphy_6.html#working
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Implications for inclusive curriculum
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What are the important differences?
What are the implications of these
differences?
How do these different designs relate to your
experience here at your own institution?
Is there anything you think we could learn
from any of these different approaches?
Any other issues or questions you have about
these different approaches?
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