D4L – Active Learning Curriculum Design Workshop Discover - Dream - Design - Deliver Bennett & Folley (2016) http://goo.gl/NPNTOf

Intro and Aims of Session 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) http://goo.gl/NPNTOf

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) http://goo.gl/NPNTOf

What is Appreciative Inquiry? From: http://pdf.usaid.gov/pdf_docs/PNADB195.pdf (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. From: http://pdf.usaid.gov/pdf_docs/PNADB195.pdf (p.16) Bennett & Folley (2016) http://goo.gl/NPNTOf

Appreciative Inquiry Discover Dream Design Deliver The best of what has been Discover Dream Design Deliver What we will commit to Best that might be What it might truly look like Bennett & Folley (2016) http://goo.gl/NPNTOf

Task 1 – the Discover Stage Dream Design Deliver Task 1 – the Discover Stage 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: What happened? What did you do to make that happen? What did others do to contribute to that experience 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) Bennett & Folley (2016) http://goo.gl/NPNTOf

Discover Dream Design Deliver Task 2 – the Dream Stage 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? Bennett & Folley (2016) http://goo.gl/NPNTOf

Task 3 – the Design Stage Pedagogical models: Peer teaching Discover Dream Design Deliver Task 3 – the Design Stage Pedagogical models: Peer teaching Adaptive teaching Flipped classroom Contributing student approach Communities of Inquiry Resource based learning Problem based learning Bennett & Folley (2016) http://goo.gl/NPNTOf

Discover Dream Design Deliver Task 3 – the Design Stage 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) http://goo.gl/NPNTOf

ViewPoints Learner Engagement Cards Bennett & Folley (2016) http://goo.gl/NPNTOf

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) http://goo.gl/NPNTOf

Design Example Bennett & Folley (2016) http://goo.gl/NPNTOf

Design Example Bennett & Folley (2016) http://goo.gl/NPNTOf

Discover Dream Design Deliver Task 3 – the Design Stage 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) http://goo.gl/NPNTOf

Coffee Break Bennett & Folley (2016) http://goo.gl/NPNTOf

Task 4 – the Deliver Stage Discover Dream Design Deliver Task 4 – the Deliver Stage 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) Feedback of activity and action plans (10 mins) Bennett & Folley (2016) http://goo.gl/NPNTOf

Deliver Example Bennett & Folley (2016) http://goo.gl/NPNTOf

Deliver Example Bennett & Folley (2016) http://goo.gl/NPNTOf

To Conclude 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? Please complete the evaluation forms Bennett & Folley (2016) http://goo.gl/NPNTOf