1. An introduction to a Curriculum Design Toolkit Mark Russell Deputy Director: The Blended Learning Unit

2. Areas being considered Core values (Chickering and Gamson) Assessment (educative) Research Informed Teaching Employability Entrepreneurship Internationalisation Sustainability Core values (Chickering and Gamson) Assessment (educative) Research Informed Teaching Employability Entrepreneurship Internationalisation Sustainability

3. The toolkit: Some basics A collection of ‘things’ to help … – Principled and pragmatic. – Bring research findings to you – Conversation starters Self / guided help A collection of ‘things’ to help … – Principled and pragmatic. – Bring research findings to you – Conversation starters Self / guided help

4. Three components 1.Diagnostic ( Where are we?) 2.Features and Consequences (What does this mean?) 3.Ideas for consideration (What else might I do?) 1.Diagnostic ( Where are we?) 2.Features and Consequences (What does this mean?) 3.Ideas for consideration (What else might I do?)

5. 1. Diagnostic Access Principles through Questions

6. 2. Features and Consequences Identifies what the location of the curricula might look like

7. Focused ‘offerings’ Acknowledges different levels of interest – Research literature – Case studies – Hints / Tips – Tagged against the Principles Focused ‘offerings’ Acknowledges different levels of interest – Research literature – Case studies – Hints / Tips – Tagged against the Principles 3. Suggestions

8. Conclusion Making the research accessible Different areas of interest Identical format for consistency Value laden? – Self-reflection – Module development – Programme development / review and validation Making the research accessible Different areas of interest Identical format for consistency Value laden? – Self-reflection – Module development – Programme development / review and validation

9. Domain of scholarship?