D4 Curriculum Design Workshop Discover - Dream - Design - Deliver Bennett & Folley (2016)

Format of the session Intro and Aims of Session Task 1: Discover Task 2: Dream Task 3: Design Coffee and cake Task 4: Deliver Evaluation Bennett & Folley (2016)

Aims of the session To provide a starting point for discussions of your course/module re-design To introduce you to a range of curriculum design tools (Appreciative Inquiry and JISC’s ViewPoints) To create a personal and team action plan Team intros and sharing ideas Bennett & Folley (2016)

From: (p.16) Appreciative Inquiry is a theory of organization development management or research approach that focuses on the “best of what is” instead of focusing on problems. What is Appreciative Inquiry? From: (p.16) Bennett & Folley (2016)

DiscoverDreamDesignDeliver Appreciative Inquiry The best of what has been Best that might be What it might truly look like What we will commit to Bennett & Folley (2016)

ViewPoints A Jisc funded project carried out at the University of Ulster. Workshops resources were designed to inform, inspire and help course teams plan or revise their curriculum. Viewpoints provide the opportunity for staff to reflect on their curriculum from different perspectives. The workshop allows for creative discussion and sharing of ideas around course design. The open and flexible format facilitates ‘ownership’ by course teams. The Viewpoints approach supports a strongly student-centred design process based on sound pedagogic principles From: Bennett & Folley (2016)

Split into groups of 3-4 people. In your group, reflect on the question ‘What examples of great learning have you experienced in your professional life?’ Think about: o What happened? o What did you do to make that happen? o What did others do to contribute to that experience o How did that experience feel? Discuss your stories and write down some of the characteristics of what makes a great learning experience and agree on one person to share these with the whole group later. (10 mins) Feedback to whole group some of the examples and pull out key themes (10 mins) Task 1 – the Discover Stage DiscoverDreamDesignDeliver Bennett & Folley (2016)

Still in your small groups you are going to create a vision of what the desirable attributes a student graduating from your course are. Think about: How you want your degree to enable graduates to: -Work effectively with others -Meet employer’s expectations -Work with professional bodies (if appropriate) -Be adaptable and agile to work and learn in a variety of contexts -To be able to work in a digital world Draw a mind map or other diagram to represent the ideal graduate attributes. Choose a different person from your group to feedback your ideas to the whole group later. (10 mins) Feedback to whole group and distil into a list of themes Map your modules onto the list of attributes - is anything not covered or done too much? Task 2 – the Dream Stage DiscoverDreamDesignDeliver Bennett & Folley (2016)

Task 3 – the Design Stage DiscoverDreamDesignDeliver Peer teachingAdaptive teachingFlipped classroomContributing student approachCommunities of InquiryResource based learningProblem based learning Pedagogical models: Bennett & Folley (2016)

Task 3 – the Design Stage DiscoverDreamDesignDeliver Bennett & Folley (2016)

Task 3 – the Design Stage DiscoverDreamDesignDeliver Still in your small groups you are going to be designing a single learning activity, so in your teams decide on one of the following: An activity to ease the transition into the course based on students coming in from very different starting points; Identifying one particular concept that students traditionally find difficult and design an activity to approach this task; An activity that makes use of peer teaching approach; An activity that helps students fully understand an assignment brief; A single learning experience of your choice related to your course/subject. Create the elements of your ideal learning experience using the learner engagement cards, taking into consideration some of the themes from Task 1 and some of the ideas from Task 2. To do this, use just the front of the cards and the forms given – build a lesson plan using between 3-6 of the cards, adding in a few further details about the the activity, time and resources/training needed for that element. You can use an element more than once if you want to. Choose a different person in your group to feed this back to the whole group later. (10 mins) Bennett & Folley (2016)

ViewPoints Learner Engagement Cards Bennett & Folley (2016)

Design Example Activity – to write an abstract for a journal article Students receive information about the task from the tutors and some start points for resources Students explore resources to find out what elements are in a journal abstract Students discuss on an online discussion forum the elements of a good journal abstract Based on the list discussed the students then create an abstract on an assignment they have previously written Bennett & Folley (2016)

Design Example Bennett & Folley (2016)

Design Example Bennett & Folley (2016)

Task 3 – the Design Stage DiscoverDreamDesignDeliver Still in your small groups you are going to be designing a single learning activity, so in your teams decide on one of the following: An activity to ease the transition into the course based on students coming in from very different starting points; Identifying one particular concept that students traditionally find difficult and design an activity to approach this task; An activity that makes use of peer teaching approach; An activity that helps students fully understand an assignment brief; A single learning experience of your choice related to your course/subject. Create the elements of your ideal learning experience using the learner engagement cards, taking into consideration some of the themes from Task 1 and some of the ideas from Task 2. To do this, use just the front of the cards and the forms given – build a lesson plan using between 3-6 of the cards, adding in a few further details about the the activity, time and resources/training needed for that element. You can use an element more than once if you want to. Choose a different person in your group to feed this back to the whole group later. (10 mins) Bennett & Folley (2016)

Bennett & Folley (2016)

Feedback of activity and action plans (10 mins) Task 4 – the Deliver Stage DiscoverDreamDesignDeliver Again in your small groups, and using the backs of the cards discuss/choose the examples which will best support what you are trying to achieve, the interactions that will take place and the possible resources, tools and technologies that are needed. In addition, create an action plan (both individual and team) of what action needs to take place in the short/medium/long term to make the changes you need. Agree on who is taking responsibility for each of these changes and complete the form provided. Choose a different person in your group to feed this back to the whole group later. (10 mins) Bennett & Folley (2016)

Deliver Example Bennett & Folley (2016)

Deliver Example Bennett & Folley (2016)

To Conclude Please complete the evaluation forms Thanks very much for taking part… Any feedback on the workshop you are happy to share? When would be a good time to follow this up? Bennett & Folley (2016)