1. Identifying and changing key curriculum design practices Viewpoints, University of Ulster: Dr Alan Masson and Catherine O’Donnell OULDI, Open University: Dr Simon Cross and Rebecca Galley

2. Introduction Short overview from each project Activity led examination of how each institution has identified - and then sought to change - curriculum design processes and practices Please ask questions in the chat box as we go Further opportunity to ask questions and contribute answers to an asynchronous discussion over the next few days This session complements the main conference session “What needs to change in curriculum design” at 11.30am 24 th November

3. Viewpoints Project: Background Institutional priority – promote greater innovation and creativity in course design To support this – new streamlined course approval and validation processes Viewpoints Project – provide an “inspiration” layer to the process

4. Viewpoints Overview The Viewpoints “approach” uses a card sorting metaphor with the resources providing semi structured prompts and suggestions with a learner centred timeline The tools use a learner timeline with established principles to help staff consider key interactions of the learning process (i.e. essence) 1.Assessment and Feedback 2.Learner Engagement 3.Information Skills / Digital Literacy

5. Inform – Inspire - Plan

6. Example timeline worksheet

7. Assessment and Feedback Principles REAP (http://www.reap.ac.uk/)http://www.reap.ac.uk/ 1.Clarify good performance. 2.Encourage time and effort on task. 3.Deliver high quality feedback. 4.Provide opportunities to act on feedback. 5.Encourage interaction and dialogue. 6.Develop self-assessment and reflection. 7.Give assessment choice. 8.Encourage positive motivational beliefs. 9.Inform and shape your teaching. *Implementation ideas for each principle on back of cards.

8. First Impressions A (very) quick hands on example of the Viewpoints “method” using some of the Assessment & Feedback Principles

9. Look at the good practice principle(s) cards and “vote” for one which you think would be particularly important enhance a particular course you have in mind. A C B

10. Task 2 – Mapping of principle(s) to the student timeline “Vote” for which of the following would provide the best impact for the use of your chosen principle. A – inductionB – first few weeks C – mid semesterD – final phase

11. In less than two hours………

18. By students – for students…………

19. Key findings to date

20. Information framework benefits A.Structured use of data – inform / inspire / plan workflow; B.Curriculum design informed by outputs of robust research and best practices C.Tactile - encourage experimentation / enquiry; D.Customisable - promotes creativity; E.Data “lite” / information rich outputs.

21. Information Framework Benefits “It offers a structure and prompts that colleagues might not otherwise consider” “…it starts with an intuitive structure and ‘allows’ creativity from there – much of the direction is hidden in the assumptions and design” “Invaluable in breaking a module up into manageable chunks” “The cards are brilliant as they identify solutions to problems and help you develop effective teaching practices”

22. Social Context Benefits A.Informal environment B.Shared meanings* C.Consensus building* D.Shared vision* E.Meaningful conversations* *: facilitated by resources / process

23. Social Context Benefits “Allows open/honest discussion and reflection. Brings all staff together” “Can stimulate discussion, collaborative team working and initiate new ideas for curriculum design. It also prompts teams to be mindful of the student learner” “It has allowed a space for creativity to be shown in a group of peers” “The opportunity the process brings to discuss teaching processes with peers” “Invaluable in creating a team”

24. Poll: Which of the following do you believe to be the most important benefit to Curriculum Design in your personal context? A.Institutional use of formal sets of Principles (i.e. REAP) B.Better articulated course strategies C.More “effective” course teams D.Use of learner relevant language / concepts E.Strategies and practices described in a shareable format

25. www.wordle.net

26. Viewpoints Project Information Project Staff: Alan Masson (Director), Catherine O’Donnell, Vilinda Ross, Karen Virapen, Jill Harrison, Fiona McCloy, James Gheel Web Presence: Blog - http://viewpointsproject.blogspot.com/http://viewpointsproject.blogspot.com/ Re-usable resources - http://wiki.ulster.ac.uk/display/VPR/Homehttp://wiki.ulster.ac.uk/display/VPR/Home Slideshare - http://www.slideshare.net/Viewpointshttp://www.slideshare.net/Viewpoints Flickr – http://www.flickr.com/photos/viewpointsproject/collections/http://www.flickr.com/photos/viewpointsproject/collections/ JISC Design Studio – http://jiscdesignstudio.pbworks.com/w/page/29227748/Viewpoints %20project

27. Open University Learning Design Initiative (OULDI) The Open University Learning Design Initiative (OULDI)

28. Overarching questions 1. What does a quality design process look like? and what needs to change to get there? 2. In what ways can the efficiency and effectiveness of time spent designing be improved?

29. Design methods, practices and discipline Design Communities Resources and representations Tools for design and representations Institutional Process change FORMAL STRUCTURESINFORMAL STRUCTURES 1 2 3 4 5 Project aims

30. How do we identify the need to change? What exactly is ‘learning design’? a methodology (self-discipline or process dictated) a role or stage in a process an object or artefact a support to decisions on resource a means to promote new pedagogic approaches and tools an aspiration an interpretation suitable for reuse

31. How can we capture the formal and informal process?

32. The advent of elearning is making the process of creating courses more complex: A: Agree B: Agree Somewhat C: Neither agree nor disagree D: Disagree somewhat E: Disagree Survey

33. Results The advent of elearning is making the process of creating courses more complex

34. Survey It is becoming harder to understand how all the parts/components of planned learning and teaching fit together A: Agree B: Agree Somewhat C: Neither agree nor disagree D: Disagree somewhat E: Disagree

35. Results It is becoming harder to understand how all the parts/components of planned learning and teaching fit together

36. OULDI visualisation tools CompendiumLD Icon sets (SVG and sticker sheets) Excel spreadsheets Paper templates “Drawing the diagram really helps me think about all the elements and features. Once familiar with method, it informs my mental imagining of a design even if a diagram is not actually drawn… It helps me think about what instructions are required, what resources are required, and how to bridge gaps…”

37. OULDI representations Four views: Module/ course Map Learning Outcomes view Pedagogy profile Design sequence/ ‘Swimlane’

38. Pedagogical features card sort

39. Conceptual tools and frameworks Primarily drawn from the OULDI- JISC work but also include related useful tools and resources produced by others working in the learning design field All of the tools have been rigorously tried and tested across a variety of learning and teaching contexts All of the tools are openly available in the Learning Design Toolbox in Cloudworks

40. Conceptual tools and frameworks

42. Design communities When asked what they think would most help improve their practice, practitioners often say they want examples from others and access to a network of practitioners to share and discuss ideas “Thank you for running a whole day event. I think we needed this time to really become familiar with the motivation and nature of the course and to develop close cross- curricular links with other colleagues, a secondary but immensely valuable side product”

43. Take the virtual field trip

44. Who, what, where, when? Links to all the tools introduced today, including the four views and CompendiumLD, have been added to the asynchronous discussion space under the thread: ‘Who, what, where, when?’ You can visit the discussion thread after this session and review the tools. Consider for each: –Who is it useful for? –What level of expertise is required? –When in the process might it be used?

45. Where is the most potential for improvement in your institution? A: Staff design practices B: Staff support and development C: Monitoring and feedback D: Institutional policies E: Other

46. Useful links and further reading Project blog http://www.open.ac.uk/blogs/OULDI/http://www.open.ac.uk/blogs/OULDI/ Design Studio http://jiscdesignstudio.pbworks.com/w/search?q=ouldihttp://jiscdesignstudio.pbworks.com/w/search?q=ouldi Cloudworks http://cloudworks.ac.uk/http://cloudworks.ac.uk/ Simon Cross s.j.cross@open.ac.uks.j.cross@open.ac.uk Rebecca Galley r.galley@open.ac.ukr.galley@open.ac.uk Cross, S. and Conole, G. (2008), Learn about learning design, Learn about guides series, The Open University: Milton Keynes, available http://www.open.ac.uk/blogs/OULDI/wp- content/uploads/2010/11/Learn-about-learning-design_v7.doc http://www.open.ac.uk/blogs/OULDI/wp- content/uploads/2010/11/Learn-about-learning-design_v7.doc Conole, G. (forthcoming). Designing for learning in an open world. New York: Springer.

47. Questions

48. Next steps: Asynchronous activity Links to all the activities and resources introduced in this session will be added to the asynchronous space and any questions we haven’t answered will be added there. We hope that you will also be able to contribute answers...! In particular we would like to explore: ‘What are the key issues in curriculum design processes and practices, how do we know and how can we overcome barriers to change?’ Please join us