COURSE DESIGN INTENSIVES (CDIs): DOING CURRICULUM DESIGN DIFFERENTLY

CDI aims curriculum design in extended, multi-professional teams design at programme level speed up development times cascade e-learning design expertise into academic departments

Timeline  2003-? e-Learning strategy development (Oxford Brookes University)  National JISC Learner Experiences of e- Learning Synthesis and Support Project (  National HEA Pathfinder Course Design projects  Successive Oxford Brookes curriculum development initiatives  Coventry University curriculum redesign; Robert Gordon University, Oxford University  > Victoria University, Melbourne, Latrobe University, Melbourne

CDI Process

Sometimes bigger than Ben Hur … … other times not so much

Designing… … building in tandem

Designing in ‘public’

Peer review (critical friends) Promoting iterative design & development using peer and student feedback (Sharpe et al 2006) Sharpe, R., Benfield, G., Roberts, G. and Francis, R. (2006). "The undergraduate experience of blended e-learning: a review of UK literature and practice undertaken for the Higher Education Academy." [Online] Retrieved 3 October, from ed_elearning_full_review.pdf ed_elearning_full_review.pdf

Benefits *  Tangible outputs  Collective ‘ownership’ of the course  More ‘coherent’ courses (arguably)  Building networks  Sharing good practice  Conceptual change “There’s been a kind of switch in the way that lecturers look at things” * (Dempster, Benfield & Francis 2012)