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Key outcome areas 4. Meeting the needs of communities
3. Enhancing the student experience
2. Innovation in teaching & learning
1. Being an excellent business
2
Development timeline• August: feedback from
Faculty Academic Committees
• 15 September: approval by Academic Board
• 1 December: revised policy on Program Approval to Academic Board for approval
• 5 May: level 2 managers, including heads of departments
• 5 June: level 3 staff, including program directors
• 25 June: updated Powerpoint sent to all attendees for wider use
• 4 August: Academic Board endorsement in principle
3
Academic Strategy – June 2008, May 2009
Unitec will have • An institutional culture in
which innovation and enterprise are expected and rewarded.
We are committed to • Being student-centred in all
our services and activities• Ensuring that the principles of
Te Noho Kotahitanga inform all our activities
• Understanding and responding effectively to the needs of Pacific peoples
• Access and equity.
Our provision will • Educate people for work, in
work and through work. • Be delivered through flexible
study pathways • Include excellent academic
and pastoral support. With our stakeholders we will • Have active and responsive
interaction with industry, professional and community groups to shape content, curricula and delivery modes.
4
Our curricula will • Demonstrate a commitment
to open inquiry • Adopt a multiplicity of
approaches and ways of being
• Be based on ‘practice-focused’ educational experiences that are▫ contextualised and
situated in practice, ▫ interdisciplinary, ▫ founded on and advancing
current practice, ▫ theoretically grounded as
well as guided, and ▫ both creative and critical
• Promote collaborative learning
• Value equitable, socially just and ethical practice
• Have integrated approaches to ▫ academic literacies as a
foundation for learning,▫ innovative assessment, ▫ e-learning content and
support.
Our teaching will • Be research-informed and
inquiry-led • Acknowledge the reciprocity
of teaching and research.
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Our graduates will • Acquire a balance between
specific, current content and lifelong learning capabilities.
• Achieve career-enhancing educational outcomes which are critically conceptualised and practiced.
• Have the knowledge, skills and attributes to face the challenges of the future and to live in a multi-cultural world
• Have a capacity to contribute positively to society, manage their own careers and function competently in changing environments.
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Auckland 2060 (Oram, 2009) – underpinning themes
• Change and uncertainty• creativity and innovation • sustainability• cultural and social
diversity and change• technological change
including information technologies automating aspects of decision making
• integrated thinking, planning and action
• expanded human communication
• collaboration, collaborative leadership, and collective knowledge
• knowledge versus adding value to knowledge
• convergence and interdependency, complexity and inter-disciplinarity
• flexibility and adaptability, and resilience
• fairness.
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Our task• Reconceptualise programs as living curricula rather than
as collections of courses• reframe learning as conversation• deliver programs that are integrated with the world and
are genuinely dynamic• nurture resourcefulness and resilience, and• enhance, therefore, graduate outcomes.
We define the curriculum not as the information content (or syllabus)
of the program, but rather as the program learning experience.
8
* Living curricula involve conversationsConversations • with (and among) teachers • among students – face-to-face and on-line – with class
peers and with others • with practitioners• with partners – Te Noho Kotahitanga, employers• with texts – what is the text saying? what do we have to
say about the text? • with self – critical self-reflection.
Research plays an important role in these conversations because findings add new voices, and the teacher’s
engagement in the research process brings energy to classroom curiosity and inquiry.
9
* Living curricula – draft definition
• involve complicated conversations
• are curiosity/inquiry led, and stimulating
• are practice-focussed – educating students ‘for work, in work, through work’
• are socially constructed – self-sufficiency and collaboration are equally valued, and together they help nurture resourcefulness and resilience
• blend face-to-face and web-based learning
• are research-informed• have a discipline base, and
are also interdisciplinary • develop literacies for life-
long learning • include embedded
assessment.
Note: Living curricula still deliver to the graduate profile and course aims
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* Conversations about:• Prior knowledge and
experiences• Goals and expectations• Helping each other• Resources and
resourcefulness• Inquiry• Disciplinary knowledge• Adding value to
knowledge• Workplace practice• Technologies• Change and uncertainty
• Ethical conduct• Research findings• Cultural and social
diversity• Maori perspectives• Sustainability• Opportunities – including
those at the intersections between disciplines
• The meaning of assessment outcomes
• What comes next
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Barnett & Coate (2005)
• The student has to be given ‘curriculum space’ instead of being ‘boxed in’
(p.125)
• ‘[a] curriculum has to become like so many ultra-modern buildings, full of light and open spaces, different textures, shapes and relationships and arrangements for serendipitous encounters’
(p.129)
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Curricula are ‘living’ because• they are not designed then enacted.• Experiences and pursuits are driven by curiosity and
questions (why does ...? what if ...?) that arise within the learning process and lead to inquiry.
• Students thus participate in curriculum design within the program.
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The way forwardCurriculum redesign (& program redevelopment)
Practice/ culture development
• Renew curricula to give life to the requirements of this shift – a 3 year transition
Many programs already have a ‘living curriculum’. These
will provide models that help show the way.
• Instituting story-telling• Establishing communities
of practice• Encouraging & rewarding
creativity and risk-taking• Making professional
development accountable
17
Evaluation• Award for engaging/innovative programs (cf Heart
Foundation tick)
• Snapshot tests – eg: ▫ What is expected of you in this course?▫ What are you doing, and why?▫ What do you do when you don’t understand what’s going on? ▫ How does this course fit into your overall program?▫ What do your achievements mean?
• Survey of ‘student engagement’ – AUSSE• Survey of employer satisfaction
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First cab off the rank• Graduate Diploma
in Higher Education ▫ to be rebuilt from scratch ▫ user-centred design
methodology – facilitated by Dept of Design & Visual Arts staff
▫ studio approach – public, collaborative, critique
▫ will embody and support Unitec’s strategic direction
• Stage 1: Design brief• Stage 2: Design Team
prototyping• Stage 3: Testing –
meetings with user (teachers) and end-user (student) groups
• Stage 4: Further design – user endorsement required before starting work on the program document
• Stage 5: first new courses ready for February 2010
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LIVING CURRICULA
Conversation
L'e'arning Literacies, Research
Embedded assessment
Disciplines/Multi-disciplinary collaboration, Practice
Progressive Learning Diversity Co-created education Immersion Real Inventive
Highly productive talent
^^^ Reframing learning
Meeting community needs ^^^
Enhancing student learning experience
^^^ Teaching & Learning
innovation
Academic Strategy:
Graduateness
Auckland 2060:
Resourcefulness and resilience
Institutional curriculum development Curriculum studio User-centred design
Organisational / Capability Development Project Action Research
o Ako Aotearoa funding
Learning Commons
Practice/culture shifts
Accountable professional development
eg: New Graduate Diploma/Cert
20