 |
 |
SEDA colleagues, The model suggested by David Baume, based on Biggs has also been proposed by others before Biggs who had promoted an outcomes-based approach to course design. I am not against this approach - see a booklet that Jenny Moon and I wrote (first edition in 2001) 'How to use Learning Outcomes and Assessment Criteria' published by SEEC. This approach adds into the mix the use of 'level indicators' which help define the academic level at which the outcomes should be set. But there has been considerable criticism of this model and in the chapter on 'Supporting Change in Course Design' in D'Andrea and Gosling 'Improving Teaching and Learning in Higher Education' (Open University Press, 2005) we argue that there are number of reasons why this model needs supplementing. In essence we argue that more attention needs to be paid to context, motivation, goals and a strategy for achieving the change. 1. The socio-political context within which the change in design is operating - which includes the institutional context (type of institution, instituional mission, pressures within the department), factors emanating from the national agenda (e.g employability, widening participation etc), the nature of the discipline or the professional context of the subject and so on) and any other factors in the disciplinary or professional context. 2. The characteristics of the student group for which the course is being designed (their previous educational knowledge and experience, their interests and ambitions, their social and ethnic mix, gender, age etc etc) 3. The motivation for change - what is driving the change for redesign of the curriculum (for example, is it student feedback, need to improve student intake, to improve student pass rates, to meet changes in professional regulations, shifts in the nature of the subject, rationalisation of the curriculum etc etc). 4. What the change in the course design is designed to achieve (students' use of research methods, better preparation for the workplace, better student participation, improved employability, to meet legislative requirements, improve alignment between aims, outcomes and assessment, reduce plagiarism, to up-date technical competences, better social awareness by students of a global world etc). 5. What the barriers are that must be overcome to achieve the change (this may relate to resistance by staff or students, technical limitations imposed by timetables, equipment, the physical teaching space, university regulations etc etc) 6. What strategies can be adopted to overcome these barriers and to implement the change (this may include discussions with other staff members, staff development, staff training, new partnerships with employers, new teaching environment e.g. in the workplace). The point is that the model for bringing about change in course design cannot operate in a vacuum and any 'tool' must prompt discussion of these important issues about context, motivation, goals and strategy. David Gosling Higher Education Consultant Visiting Research Fellow University of Plymouth tel/fax: 0161 456 6148 mobile: 0784 1647275 -----Original Message----- From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of David Baume Sent: 05 October 2006 14:01 To: [log in to unmask] Subject: Re: curriculum development training and facilitation May I offer to this debate a model of curriculum development? The attached page summarises the model. I am happy to send more information to anyone who wants it. I am using the model on a current curriculum development project. I shall take the model further at the November SEDA conference, in a workshop titled (in acknowledgement of John Biggs) 'Xtreme constructive alignment'. I shall write the model up at greater length at some stage. The model is readily adaptable into a tool - indeed it already is almost is a tool. The model is simplistic, and no doubt flawed in many other ways. But it offers a way of thinking about and doing curriculum development that is rooted in learning. Some are finding it useful. I'd welcome reactions. David Baume +++++ In a message dated 05/10/2006 12:49:28 GMT Daylight Time, [log in to unmask] writes: I would like to add my voice to a request for further info about any of these items. I have been doing some work on visual course design aids with 3 universities, and would be very grateful for any info in this connection to add to what we are doing. It is the area of 'semi-formal' designs that I am working in, helping academics articulate their plans and strategies in order to produce more formal designs. This is particularly in the context of course design for flexibe and e-learning approaches where people experience problems in visualising the 'big picture' and differences to existing practice and implications. Our work is informed by the developments of the IMS Learning Design Specification community - but is resolutely lo-tech in approach. If anyone is interested in sharing to create a set of freely available resources and tools (that is where we are headed) I would be very interested to hear from them. Best Wishes John John Casey Learning Materials Manager TrustDR JISC Project Manager UHI Millennium Institute Room 145, Perth College, Perth, PH1 2NX, Scotland UK e-mail: [log in to unmask] Tel: 01738 877213 Mob: 07796930031 >>> "Cooper, Alison" <[log in to unmask]> 10/05/06 11:00 am >>> In relation to this - I would also be interested in key generic resources that colleagues have found particularly useful on curriculum/course design/redesign - we are redeveloping our PG Cert course design module, and are also about to develop a university-wide course design support 'tool'... thank you in advance for any suggestions/recommendations ali Ali Cooper Professional and Educational Development Adviser Programme Director for Certificate in Academic Practice (CAP) Centre for the Enhancement of Learning and Teaching (CELT) Room A 61 Bowland North Lancaster University Bailrigg Lancaster LA1 4YT email: [log in to unmask] tel: (01524 5) 93441 fax: 01524 594748 Professional Programmes website: <http://domino.lancs.ac.uk/CELT/profprog.nsf CELT website: http://luvle.lancs.ac.uk/celtweb _____ From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Sarah.Moore Sent: 04 October 2006 11:30 To: [log in to unmask] Subject: curriculum development training and facilitation Colleagues This year I have been receiving a lot of requests from course leaders, Deans and heads of department for some structured help with curriculum development and redesign. While we are putting together a professional development programme from keen developers within our own University and throughout the sector in the Irish context, I'd be very grateful if any of you could point me in the direction of really good tried and tested expertise/ trainers/facilitators in the UK or further afield. In particular, if you can recommend someone with specific expertise in curriculum development and redesign in the Humanities disciplines, that would be very useful. Many thanks Sarah Moore Dean, Teaching and Learning University of Limerick Limerick IRELAND +++++++++++++++++ David Baume PhD FSEDA 64 Princess House 144 Princess Street MANCHESTER M1 7EP Phone 0161 273 6454 Fax 0161 278 6027 Mobile 07747 045 931 E-mail [log in to unmask]