1. Imaginative Curriculum
ltsn generic centre

2. Peter Checkland (1999) Systems thinking,systems practice
I can see diversity, complexity
confusion and ambiguity, but I
can use it to create a system
for learning.
I can create a systematic world.
I can engineer this system to
make it work in the way I
want it to.

3. constructive alignment seeks to make
explicit the system for teaching & learning
* what the teacher does to learn
and promote learning
* what students do to learn
and promote their own learning
1. in professional learning we are
all teachers and all learners
2. project team - proactive agent -
stimulate, facilitate, coordinate
and consolidate collective learning

4. imaginative curriculum learning system we are all learners
existing
codified
knowledge
network
members
facilitators
our collective
tacit knowledge

5. motivations for learning
Some beliefs
that developing knowledge about the curriculum in
contemporary higher education to help teachers
and institutions that want to examine, reflect
up on and develop their thinking and practice,
was a worthwhile thing to try to do.
the importance of imagination and creativity in designing and implementing a curriculum and desires to promote creativity in students’ learning
that others share these beliefs and would be
prepared to work with us.

6. conceptions of learning
* learning is a collaborative process achieved
through cooperative sharing of ideas/knowledge
* it emerges through the process-
you can’t plan everything
* we construct meaning through the process of
working with the problem - modelling is an
important way of communicating meaning.
* in this emergent situation alignment is a
continuous and iterative process in which
all participants share responsibility

7. imaginative curriculum goals
* develop knowledge and information about the
curriculum in contemporary HE
* raise awareness that this information exists
* encourage and facilitate its use within institutional
and subject communities
outcome aims
* products - new or adapted knowledge/information
* changes in thinking within network
* new infrastructure/capacity to help others change
their thinking and practices
* creating the conditions for emergent outcomes
a deeper and better shared
understanding of curriculum

8. imaginative curriculum and modes of knowledge
production Gibbons et al. (1994)
Mode 1 disciplinary knowledge
* the scientific form of knowledge production.
* developed within a disciplinary, primarily cognitive context
* controlled by strong cognitive and social norms and
processes that must be followed in the production,
legitimation and diffusion of knowledge of this kind.
Mode 2 transdisciplinary knowledge
* created in transdisciplinary, social and economic
contexts and organized around a particular application :
utility is central to production
* produced through continuous negotiation within
a heterogeneous constituency
* derived from a continuous succession of transient and
emergent problem working contexts and situations.

9. teaching and curriculum making through the lens of complexity theory
THE EDGE
OF CHAOS
CHAOS
RATIONALLY
PLANNED
WORLD
REAL TIME PROBLEM
WORKING. CONTINUOUS
CHANGE AND ADAPTATION.
CREATIVE INNOVATION
AND INVENTION
Mode 2 Transdisciplinary
knowledge production
Mode 1 Disciplinary
knowledge production
Ralph Stacey (2000)

10. imaginative experiment in collaborative learning
2 concept maps
What would systematic knowledge
about the curriculum look like?
LEARNING SYSTEM
knowledgeable network
3 research
How do HE teachers develop
knowledge for teaching?
What knowledge would be useful? GC
other
networks
LEARNING PROCESS
SCs
80+
4 knowledge building (codified & tacit)
Knowledge development plan
5 codify knowledge, develop,
pilot and test embryonic web site
Principles of information giving
web site
PRODUCTS
information
resources
6 evaluation
Are we moving in the right direction?
7 knowledge use
How do we help people to use it?

11. Research studies (M. Oliver and C. McGoldrick)
teachers work with multiple conceptions of the curriculum
1 The absence of curriculum
2 Curriculum as content map or syllabus
3 Curriculum as programme map – structures/connections
4 Curriculum as process - pedagogy as well as content
and structure
5 Curriculum as the totality of the students’ learning
experiences. Includes concepts, knowledge, techniques
and values of their particular disciplines.
6 The hidden curriculum
7 The lived curriculum - an emergent performance
arising out of interactions with students.
The way a teacher will work with the idea of CA
will be strongly influenced by their conceptions

12. curriculum conception 1 - rational planning model
alignment of intentions, content, processes and results
research,
planning,
review,
enhancement
conceptions
philosophy
rationale
learning
goals
teaching
& learning
methods
content
assessment

13. conception 2 - interconnected variables
design
principles
teaching
methods
goals
teaching
methods
goals
contexts &
pressures
for change
design
principles
conceptions
philosophy
& rationale
conceptions
philosophy
& rationale
contexts &
pressures
for change
content
content
regulation
& QA
assessment
students’
learning
assessment
students’
learning
research, development
& strategic change
research, development
& strategic change

14. teacher
perceptions
of teaching
& learning
pressures
for change
teacher
learning
policies
content QA
learning
outcomes
design principles
& requirements
teaching
process
assessment
history
administration
management
guidance
and support
politics
feedback
brokerage
evaluation and
enhancement
resources
conception 3 - organic, holistic and emergent model
working with many interrelated factors