Message
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
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
+++++
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
Tel: 01738 877213
Mob: 07796930031
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
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
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.
Dean, Teaching and Learning
+++++++++++++++++
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]
