Developing and Supporting the Flexible Curriculum A toolkit to develop and enhance practice Martha Caddell, Open University Peter Chatterton, Daedalus e-World

The Flexible Curriculum Toolkit Background to work on the Flexible Curriculum theme Introduction to the toolkit and how it can be used What’s next?

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 Student needs and expectations Key Government drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what and how we teach Recruitment and retention Student needs and expectations Key Government drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what and how we teach Recruitment and retention Seven dimensions of drivers and needs 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 1: REFLECT on changing drivers and needs Student needs and expectations Key Government drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what and how we teach Recruitment and retention Student needs and expectations Key Government drivers Key institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in what and how we teach Recruitment and retention Seven dimensions of drivers and needs 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

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)

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

Close Main project contact: Heather Gibson, QAA Scotland