Implementing flexible curricula A workshop to explore approaches for: critically reflecting on changing drivers and needs for flexible curricula and for enhancing practice in flexible curriculum design using a Viewpoints toolkit.

Agenda Introduction to the flexible curriculum toolkit Group activity: using the toolkit Plenary discussion: feedback

Original outcomes paper (2005) Background to work on the Flexible Curriculum theme Changing and challenging HE landscape in 2013 “A practical guide to providing flexible learning in further and higher education”A practical guide to providing flexible learning in further and higher education John Casey and Pam Wilson

STAGE 1: REFLECT on changing drivers and needs Learner expectations Key Government and sector drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what we teach Changes in how we teach Retention Learner expectations Key Government and sector drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what we teach Changes in how we teach Retention Learner expectations Key Government and sector drivers Institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in how we teach Changes in what we teach Retention

STAGE 2: ENHANCE practice Four dimensions of curriculum flexibility Key areas of focus Engaging employers and other stakeholders to customise curricula to employer and employee needs and contexts and to influence currency and relevancy of curricula. Aligning curricula with changing sector / professional needs and contexts. Key areas of focus Engaging employers and other stakeholders to customise curricula to employer and employee needs and contexts and to influence currency and relevancy of curricula. Aligning curricula with changing sector / professional needs and contexts. Key areas of focus Learner flexible access to technologies, training and tutors Using technology- enhanced learning approaches to underpin new flexible pedagogic approaches.. Learner skills and support in flexible and technology-enhanced learning Key areas of focus Learner flexible access to technologies, training and tutors Using technology- enhanced learning approaches to underpin new flexible pedagogic approaches.. Learner skills and support in flexible and technology-enhanced learning Key areas of focus Flexible learning pathways and timings e.g. entry, progression, exit. Options for negotiated curricula and assessment. Flexible means of accessing guidance and support throughout the learner journey including development of graduate attributes and employability Key areas of focus Flexible learning pathways and timings e.g. entry, progression, exit. Options for negotiated curricula and assessment. Flexible means of accessing guidance and support throughout the learner journey including development of graduate attributes and employability Key areas of focus Developing flexible pedagogies using e.g. social and open learning and assessment for learning approaches. Personalising learning to develop self- directed learners. Using blended learning approaches on/off campus. Learner engagement with flexible curricula design/delivery. Key areas of focus Developing flexible pedagogies using e.g. social and open learning and assessment for learning approaches. Personalising learning to develop self- directed learners. Using blended learning approaches on/off campus. Learner engagement with flexible curricula design/delivery. External engagement and partnerships Anytime, anywhere learning Entry, transition, progression and exit Learning model, personalisation and learner engagement STAGE 1: REFLECT on changing drivers and needs Learner expectations Key Government and sector drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what we teach Changes in how we teach Retention Learner expectations Key Government and sector drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what we teach Changes in how we teach Retention

Web-link and QR Code

Web-site – flexible curriculum toolkit Cards (PowerPoint format) Web-page for each card (eg tensions, links to resources) A0 worksheets (PowerPoint format) Handbook (Word format) Other resources e.g. action plan template (Word format)

Group activity: using the toolkit Use the cards to plan some practical things to develop based around the scenario and context given below. The Scenario Your institution decides that it has to develop an online portfolio of courses with an international reach. Contextual information Your (imaginary) department is identified as being an area that could develop such a course. Your programme team has been asked to start thinking about designing a course. Students will be studying in a range of countries within different time zones and will be particularly interested in courses that develop their employability skills and international networking. Students are likely to have access to computing, Internet and mobile technologies though there will be variation in “digital literacy” amongst different students. Some students will be more familiar with directed, rather than self- directed, learning approaches. It must be cost-effective to both design and delivery the course.

Feedback / reflections In what contexts could the toolkit be used? How would you use the cards? Suggestions for enhancements?

What’s next? Work with HEIs to use the toolkit Collect case experiences Add to toolkit resources Small project to determine impact

Heather Gibson, QAA Scotland Peter Chatterton, Consultant Martha Caddell, Open University