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Workshop at International Blended Learning conference 2012 - Curriculum Design programme - Greenwich and MMU
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10/04/2023 slide 1
Winning hearts and minds: tools and techniques to engage staff in curriculum change initiatives
Claire Eustance, Rachel Forsyth, Marianne Sheppard
10/04/2023
Session Outline
Intros (10 mins)
Overview of the Curriculum Design Programme (Marianne Sheppard)
University of Greenwich UG-Flex ‘Snakes and Ladders’ (Claire Eustance)
Manchester Metropolitan University SRC ‘Accreditation!’ (Rachel Forsyth)
Activity (30 mins)
Breakout into groups
Round-up (5 mins)
slide 2
Institutional Approaches to Curriculum Design
The programme has explored ways in which technology can support more flexible, agile and responsive curricula through the development of more efficient systems and processes which underpin teaching excellence and a high quality learning experience.
Institutional Approaches to Curriculum Design
4 year programme: completing July 2012
12 university projects
Outcomes and outputs
Changing practices and developing cultures of innovation in curriculum design
New or improved processes to support holistic curriculum management (e.g. review and approval, single source of data)
Guidelines on effective curriculum design
New design tools and environments
Staff development approaches and resources
Information and Resources
#jisccdd
http://bit.ly/jiscds
Blog: http://jisccdd.jiscinvolve.org
“Snakes” and “Ladders” Interactive Workshop:
A resource for realising inclusive curriculum design and delivery
Claire Eustance, UG Flex Project
“Snakes” and “Ladders” Drivers
Effective curriculum design; Cross-institutional collaboration & responsibility; Sharing of experience, effective practice &
innovation in curriculum design and wider student experience;
Embedding enhancements and policy: Greenwich Graduate and New Students’ “Entitlement”;
Interactive approach to staff development.
Development of the workshop:
An institutional journey involving multiple stakeholders drawn from across the academic and student support and professional services spectrum.
“Snakes” and “Ladders”
SnakesOBSTACLES students face to
success and progression:
o obstacles to integration
o obstacles to engagement
LaddersSTRATEGIES for retention,
progression and successSpecific, concrete examples of:o Enablers & Interventions
RETENTION & TRANSITION ACTIVITY:i. Map the obstacles students face (the "SNAKES”) onto the academic year (10 mins)ii. Map the enabling interventions that work (the “LADDERS”) onto the academic year (10 mins)iii. Reflection / Group discussion: identify one ‘top’ obstacle and the intervention/s to address it to share. (10 mins)
Sally Alsford [email protected] Eustance [email protected]
• Bowl, M (2003), Non-Traditional Entrants to Higher Education, London : Trentham Books• Cook, A, Rushton B (2008) Student Transition: Practices and Policies to Promote Retention. The STAR
Project, University of Ulster. SEDA Paper 121 • Lowe, H. and Cook, A. (2003) Mind the Gap: Are Students Prepared for Higher Education? Journal of
Further and Higher Education, 27(1), pp.53-76.• Tinto, V (19932), Rethinking the Causes and Cures of Student Attrition, Chicago: Univ. of Chicago • Yorke, M & Longden, B (2008), The first year experience of higher education in the UK. York: The Higher
Education Academy. Available at: http://www.heacademy.ac.uk/assets/documents/resources/publications/FYEFinalReport.pdf.
• Retention & Transition resources available via email.• Short how-to guide available on JISC Design Studio now – set
of resources to follow - jiscdesignstudio.pbworks.com/
Monday, April 10, 2023
Curriculum design
JISC project: Supporting Responsive Curricula.
• Responsiveness: The ability to recognise change drivers, and to make changes, in a timely manner.
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Planting Ideas
• Stakeholder workshops used scenarios to prompt discussion.
• This highlighted barriers to responsiveness: culture and processes.
• Outcomes were used:– to press for changes in processes.– to design staff development materials to help with
discussion about culture.
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Curriculum design and approval
• Usually causes stress and confusion – two of the barriers to responsiveness.
• Curriculum tools devised – to simplify planning – to encourage debate.
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Accreditation! The game
• Encourages discussion about any frustrations with processes
• More effective than explaining the process via presentations?
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Summary
• Variety of techniques needed to get effective discussion;
• These techniques encourage collection of examples and scenarios;
• Need to involve mixed groups of planners, programmers, administrative and academic staff
• Are games a good way of de-stressing the debates? Learning about new systems?
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Monday, April 10, 2023
Availability
Game is available on Creative Commons licence:
http://jiscdesignstudio.pbworks.com/w/page/44087950/Accreditation!
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