STAGE 2: ENHANCE practice Contact: Heather Gibson, QAA Scotland Four dimensions of curriculum flexibility Key areas of focus Engaging.

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STAGE 2: ENHANCE practice Contact: Heather Gibson, QAA Scotland 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 Seven dimensions of drivers and needs 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 A 2-stage workshop process and toolkit to support programme teams in: (1)Reflecting on changing drivers and needs for flexible curricula; (2)Enhancing practice. The toolkit is based on the University of Ulster’s Viewpoints framework for curriculum enhancement ( Developing and Supporting a Flexible Curriculum: Opportunities for critical reflection and enhancing practice Enhancement and Innovation In Higher Education

Developing and Supporting a Flexible Curriculum: Opportunities for critical reflection and enhancing practice Enhancement and Innovation In Higher Education 1-1 Engage employers with design and delivery. 1-2 Align curricula with employer and learner needs. 1-3 Align curricula with sector/employer body needs and initiatives. 1-4 Align curricula with professional, regional, national, sector, international standards and changing contexts. 1-5 Engage other educational providers and stakeholders with curriculum design and delivery. 2-1 Ensure minimum equitable off-campus access to technologies for all learners. 2-2 Provide access to a broad range of on- campus technology enhanced learning tools for learners and staff. 2-3 Design curricula with a significant focus on technology-enhanced learning (TEL). 2-4 Design curricula specifically to exploit mobile technologies such as Tablets, SmartPhones, e-book readers, and multimedia devices. 2-5 Ensure a high degree of digital literacy (DL) amongst learners. 2-6 Provide 24-hour access to information, learning resources and support. 2-7 Provide flexible access to tutors, peers, mentors, experts, assessors and other relevant stakeholders involved with curricula delivery. 2-8 Provide specific learner guidance and support for flexible learning. 3-1 Provide flexible learning pathways including options for negotiated curricula. 3-2 Provide flexible learning pathways including options for negotiated curricula - additional considerations relating to work-based learning contexts. 3-3 Provide flexibility in programme timing and progression. 3-4 Provide flexible learning pathways through RPL (Recognition of Prior Learning), articulation and credit transfer. 3-5 Provide pre-entry information and guidance. 3-6 Provide pre-entry support. 3-7 Provide integrated flexible induction. 3-8 Provide effective support for learner progression and retention. 3-9 Develop graduate attributes and employability skills to prepare learners for working and learning in employment. 4-1 Provide flexibility in campus-based teaching via technology-enhanced learning (TEL) techniques. 4-2 Personalise learning activities with an aim to create autonomous self- directed learners. 4-3 Design social and informal learning activities which exploit online media and support a range of pedagogies. 4-4 Adopt open approaches to exploit the knowledge and experience of others and facilitate learner choice. 4-5 Design curricula to emphasise assessment for learning to develop learners capable of self- review. 4-6 Continually engage in educational innovation, change and research in flexible curricula as part of quality enhancement and assurance. 4-7 Adopt flexible, transparent and business- like approaches to programme design, development, review and validation. 4-8 Implement protocols of engagement for learners and tutors to ensure compliance with all relevant laws, codes and policies. Practice points - for enhancing current practice External engagement and partnerships Anytime, anywhere learning Entry, transition, progression and exit Learning model, personalisation and learner engagement 1234

A0 worksheet Viewpoints “Drivers and Needs” Cards Front Back Stage 1: REFLECT on Drivers and Needs for Flexible Curricula 1.Tick which stage you are undertaking. 2.Write your overall objectives for this activity on the A0 worksheet e.g. to review and enhance flexible curriculum provision on a specific programme. 3.As a group, choose which cards you want to focus on and place them front-up on the A0 worksheet - and categorise them into different priorities. 4.Scan the QR code to access further info online. 5.Turn the cards over to show possible different drivers and needs to consider. 6.On each card, tick those considerations that are important drivers and needs to consider (you could also prioritise these individual considerations). 7.As a group, discuss all the ticked considerations and write commentary to clarify why these are important considerations. 8.Capture the final worksheet using e.g. a digital camera.

A0 worksheet “Practice points” Cards Front Back Stage 2: ENHANCE practice 1.Tick which stage you are undertaking. 2.Write your overall objectives for this activity on the A0 worksheet e.g. to review and enhance flexible curriculum provision on a specific programme. 3.As a group, choose which cards you want to focus on and place them front-up on the A0 worksheet - and categorise them into different priorities. 4.Scan the QR code to access further info online. 5.Turn the cards over to show possible different detailed practice points to consider. 6.On each card, tick those practice points that you wish to address for enhancing practice (you could also prioritise these individual considerations). 7.As a group, discuss all the ticked considerations and write commentary to clarify why these are important together with details of how to take them forward. 8.Capture the final worksheet using e.g. a digital camera.