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Yes, agree entirely. One of the ideas behind the programme-wide Showcase Portfolio, in which students compile and introduce a selection of outward-facing artefacts they've produced, is that it offers the opportunity for more flexibility in demonstrating each student's real learning, and personal passions, rather than just ticking off all the pre-planned boxes. And yes, Mick a good plug for the book - I learned from the best! ?? Prof Dilly Fung PFHEA FRSA Professor of Higher Education Development Academic Director, UCL Arena Centre for Research-based Education (formerly CALT) UCL (University College London) UK PA: Sonale Karadia at [log in to unmask] 020 3108 6463 (internal 56463) 10th floor, 1-19 Torrington Place London WC1E 7HB @DevonDilly 020 3108 6450 (internal 56450) Visit the UCL Teaching and Learning Portal: www.ucl.ac.uk/teaching-learning<http://www.ucl.ac.uk/teaching-learning> Recent publications Fung, Dilly. 2017. A Connected Curriculum for Higher Education. London: UCL Press Free download: https://www.ucl.ac.uk/ucl-press/browse-books/a-connected-curriculum-for-higher-education Fung, D., Besters-Dilger, J. & van der Vaart, R. 2017. ‘Excellent education in research-rich universities.’ Position Paper: League of European Universities (LERU). http://www.leru.org/files/general/LERU%20Position%20Paper%20Excellent%20Education.pdf ________________________________ From: Lea, John ([log in to unmask]) <[log in to unmask]> Sent: 18 January 2018 09:55:02 To: [log in to unmask]; Fung, Dilly Subject: Re: Programme level approaches (PLAs) Thanks Dilly, and great chart Corony, thank you. Which makes me want to give a firm nod in the direction of Mike Neary, Mick Healey and Colin Bryson (amongst others) on the importance of students being able to negotiate learning outcomes and assessment tasks, emphasising their role as producers (not just consumers) of knowledge (and thereby of learning outcomes and assessment tasks which are not of their own (co) making). I also feel a nod back to David Gosling et al is in order here, on the importance of seeing the framing of LOs in non behavioural, non- prescriptive terms, and furthermore– if my Latin is correct – ante rem – i.e. students should – if possible - be involved before the existence of the LO. Best John John Lea ________________________________ From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Fung, Dilly <[log in to unmask]> Sent: 18 January 2018 09:10 To: [log in to unmask] Subject: Re: Programme level approaches (PLAs) Just a quick mention on this great topic of the Connected Curriculum framework with its emphasis on designing in a 'throughline' of enquiry and the (related) potential of getting all students to work towards a curated, programme-wide Showcase Portfolio. See particularly Chapters 4 and 7 in the open access book here: http://discovery.ucl.ac.uk/1558776/1/A-Connected-Curriculum-for-Higher-Education.pdf A Connected Curriculum for Higher Education - UCL Discovery<http://discovery.ucl.ac.uk/1558776/1/A-Connected-Curriculum-for-Higher-Education.pdf> discovery.ucl.ac.uk SPOTLIGHTS Series Editor: Timothy Mathews, Emeritus Professor of French and Comparative Criticism, UCL Spotlights is a short monograph series for authors wishing to make All the best Dilly Prof Dilly Fung PFHEA FRSA Professor of Higher Education Development Academic Director, UCL Arena Centre for Research-based Education (formerly CALT) UCL (University College London) UK PA: Sonale Karadia at [log in to unmask] 020 3108 6463 (internal 56463) 10th floor, 1-19 Torrington Place London WC1E 7HB @DevonDilly 020 3108 6450 (internal 56450) Visit the UCL Teaching and Learning Portal: www.ucl.ac.uk/teaching-learning<http://www.ucl.ac.uk/teaching-learning> Recent publications Fung, Dilly. 2017. A Connected Curriculum for Higher Education. London: UCL Press Free download: https://www.ucl.ac.uk/ucl-press/browse-books/a-connected-curriculum-for-higher-education Fung, D., Besters-Dilger, J. & van der Vaart, R. 2017. ‘Excellent education in research-rich universities.’ Position Paper: League of European Universities (LERU). http://www.leru.org/files/general/LERU%20Position%20Paper%20Excellent%20Education.pdf ________________________________ From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of SteveO <[log in to unmask]> Sent: 17 January 2018 13:56:14 To: [log in to unmask] Subject: Re: Programme level approaches (PLAs) Hi Mick Here is a write-up of the TPP programe we delivered in Australia. http://www.tandfonline.com/eprint/wUri8EWpvCqVGRhvumtZ/full On a different tack, I would add Paul Kleinman's article, where he aligns curriculum design with Braun's design principles, to your compendium https://www.heacademy.ac.uk/system/files/designforlearning.pdf All best Steve HE Consultant and Researcher Director, Centre for Recording Achievement HEA Associate Mobile 0744 2040 955 Skype steve.outram1 On 17 January 2018 at 13:12:53 -00:00, HEALEY, Mick (Prof) <[log in to unmask]> wrote: Great representation Corony. I’ve added it, along with Phil’s recommended sequence, with appropriate acknowledgements, to my handout on Approaches to Curriculum Design that I keep on my website under resources https://www.mickhealey.co.uk/. It has been revised since the one you saw Corony at the LTLT course. One addition is reference to a useful new collection: Nygaard, C., Hřrsted, A. & Branch, J. (Eds.) (2018) Learning-centred curriculum design in higher education. Libri: Farringdon, Oxfordshire. I think it worth broadening the discussion beyond Programme Level Assessment and aligning it with teaching methods and learning outcomes to include discussion of different approaches to curriculum design, which I think are relevant to Jo’s initial inquiry; some of which grew out of work I initially did in Geography, Jo’s discipline, for the GEES Subject Centre - 2013 Collaborative discipline-based curriculum change: applying Change Academy processes at department level, International Journal for Academic Development 18(1), 31-44 (Healey M, Bradford M, Roberts C and Yolande K). In my handout I outline ten different approaches to curriculum design: 1. Designing a curriculum around constructive alignment; 2. A holistic-distributed model to course design; 3. Engaging the curriculum in higher education; 4. Developing self-authorship through the Learning Partnership Model; 5. Curriculum design through the analogy of an Ouija board; 6. Mainstreaming research and inquiry throughout the curriculum; 7. Designing the curriculum around threshold concepts, troublesome knowledge and decoding the disciplines; 8. The inverse or flipped classroom; 9. Engaging students as co-designers of the curriculum; 10. University approaches to rethinking their curriculum There, are of course, many others which could be added, including discussion of Programme Level Assessment. Last October I ran a two day workshop at the University of Saskatchewan on Change Academy principles for four teams at the university who were redesigning their curricula, in which I used the handout to stimulate discussion of possibilities. Nancy Turner and I are hoping to present some of the findings at ICED in Atlanta in June. I would be interested to hear from anyone who has used a Change Academy approach within an institution to bring about changes in learning and teaching. I know the Flint and Oxley (2009) experience at Sheffield Hallam. Best wishes Mick Professor Mick Healey BA PhD NTF PFHEA Higher Education Consultant and Researcher, Emeritus Professor University of Gloucestershire, The Humboldt Distinguished Scholar in Research-Based Learning McMaster University, International Teaching Fellow University College Cork. [Smaller logo V1]Inaugural Senior Editor International Journal for Students as Partners: https://mulpress.mcmaster.ca/ijsap; HE Academy Associate and UKPSF Accreditor. International Society for the Scholarship of Teaching and Learning Distinguished Service Award 2015. 1 Cherry Brook Gardens, Howden, Goole, DN14 7FY, UK. Email: [log in to unmask]<https://staffmail.glos.ac.uk/owa/UrlBlockedError.aspx>; alternative: [log in to unmask]<mailto:[log in to unmask]>; Website: www.mickhealey.co.uk<http://www.mickhealey.co.uk/>; Twitter: mickhealey3 Office/Home: +44 (0)1430 432 947; Mobile: +44 (0)7952 095 129; Skype: mick.healey For details on the annual International Students as Partners Institute in Learning and Teaching in Higher Education see: https://macblog.mcmaster.ca/summer-institute/. Next one: 11-14 June 2018 For four free publications each 20-40,000 words see: (2013) Developing and enhancing undergraduate final-year projects and dissertations https://www.heacademy.ac.uk/node/8079 (2014) Developing research-based curricula in college-based higher education https://www.heacademy.ac.uk/resources/detail/heinfe/Developing_research-based_curricula_in_CBHE (2014) Engagement through partnership: Students as partners in learning and teaching in higher education https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education (2015) Defining and supporting the scholarship of teaching and learning (SoTL): A sector-wide study. Literature review. York: Higher Education Academy (Fanghanel, J., et al.) https://www.academia.edu/19942913/Defining_and_Supporting_the_Scholarship_of_Teaching_and_Learning_A_literature_review For a series of international articles on undergraduate research see: http://www.cur.org/resources/institutions/international_perspectives/ There have been 70,000 downloads of bibliographies and case studies from my website in the last seven years http://www.mickhealey.co.uk/resources From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Edwards, Corony Sent: 17 January 2018 11:28 To: [log in to unmask] Subject: Re: Programme level approaches (PLAs) I’m with Phil on this. See below for a diagrammatic representation of assessment led curriculum design that I constructed for a recent presentation on this topic. When you add to this the principle of working with programme level outcomes (or, in Paul Kleiman’s terms, ‘expectations’ of students at each level of study), then you can really start to move towards a holisitic approach, but it can’t be done post hoc by ‘tweaking’ modules, as John points out. A further advantage of an assessment-led approach is that it helps everyone to focus on what really matters in a programme (including skills and application of knowledge), thus mitigating against any tendency to stuff modules full of content that is not essential. Corony Corony Edwards PFHEA Independent HE Consultant www.coronyedwards.co.uk<http://www.coronyedwards.co.uk> 07771 923799 [cid:image001.png@01D38F90.81BD8460] From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Phil Race Sent: 17 January 2018 10:51 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Programme level approaches (PLAs) Just to add my two-penneth. My thoughts are first to identify clearly the intended and anticipated evidence of achievement students will produce. Then work out how best to attempt to measure this evidence, and how best to give feedforward on the basis of this evidence. Then think about how best to facilitate students’ journey towards producing the evidence (I.e. the ‘teaching’ bit). Then, with all the above in mind, formulate the statements of intended learning outcomes (which guess what, will be constructively aligned). Cheers Phil Sent from my mobile Prof Phil Race On 17 Jan 2018, at 10:37, Chris Rust <[log in to unmask]<mailto:[log in to unmask]>> wrote: Unfortunately not always obvious I suspect John and I think you’re first instinct is right that you wouldn’t ever want to split T L & A. So I don’t think it’s about getting T & L sorted first! It should be a holistic view of programme/course design that integrates all three That’s at least what I’ve tried to describe in the chapter Best wishes Chris Sent from my iPhone On 17 Jan 2018, at 10:07 am, Lea, John ([log in to unmask]<mailto:[log in to unmask]>) <[log in to unmask]<mailto:[log in to unmask]>> wrote: Forgive me if I’m stating the bleedin obvious, but just to make a point. Although I wouldn’t ever want to split T,L and A, the question of effective programme level assessment is surely predicated on having sorted out the T and L regime first, i.e. is a curriculum design issue as Jo said in the first post on this thread. The reason I say this is because my attempts to initiate these kind of changes (some years back I have to say) fell foul of what might be called `module syndrome’, that is, the natural desire of many academics (after all many are experts in narrow fields) to want to see the world revolve around their own modules/courses, leaving it to others to - post hoc – patch together a programme (including assessment) rationale – rather than create a real `patch work’ between the modules from the start. I’d be interested to know whether this problem has slowly evaporated over the years, or whether there is still a battle here – and what people have done to confront/resolve it. Was probably never helped by the 15 or 20 credit modules/courses that most UK universities have operated with. In the light of that are we now seeing a significant move towards much bigger modules and/or long thin modules, which work across an academic year, or can programme level assessment cope quite easily with small modules and this is just a red herring? Best John John Lea ________________________________ From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Fiona Harvey <[log in to unmask]<mailto:[log in to unmask]>> Sent: 17 January 2018 08:46 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Programme level approaches (PLAs) Thanks Sarah, I would be interested in the workshop details if you could share. All the best Fiona Fiona Harvey BSc (Hons) MSc SFHEA CertEd Head of Digital Education +44(0)1184672202 | www.ucem.ac.uk<http://www.ucem.ac.uk> University College of Estate Management Horizons, 60 Queen's Road, Reading, RG1 4BS Realising your potential in the Built Environment From: Sarah E Moore [mailto:[log in to unmask]] Sent: 17 January 2018 08:45 To: Fiona Harvey <[log in to unmask]<mailto:[log in to unmask]>> Cc: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Programme level approaches (PLAs) Dear all, Our institutional Learning and Teaching Conference was held last week around this theme, and there was a wide variety of approaches to PLA by different departments. Presentations are available at https://www.sheffield.ac.uk/lets/cpd/conf/2018/prog Conference Programme - Learning and Teaching Conference ...<https://www.sheffield.ac.uk/lets/cpd/conf/2018/prog> www.sheffield.ac.uk<http://www.sheffield.ac.uk> Innovative Curriculum Design: Taking a programme level approach to enhance student experience Tuesday 9 January 2018, Students' Union Building We have also piloted a workshop to support programme teams around PLA and I would be happy to share the details of this with anyone who is interested. Finally, I will also be writing a chapter for the SEDA special around relationality and collegiality of the programme leader role. Best wishes, Sarah On 17 January 2018 at 06:56, Fiona Harvey <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hi Panos This looks really interesting. We are about to redesign our assessment strategy for our students here at UCEM (online uni) so I will be in touch once I work out how we can apply a similar approach. Did you have to do staff development too? And what was the feedback from staff? Many thanks for sharing Best wishes Fiona Fiona Harvey BSc (Hons) MSc SFHEA CertEd Head of Digital Education +44(0)1184672202<tel:+44%20118%20467%202202> | www.ucem.ac.uk<http://www.ucem.ac.uk> University College of Estate Management Horizons, 60 Queen's Road, Reading, RG1 4BS<https://maps.google.com/?q=60+Queen's+Road,+Reading,+RG1+4BS&entry=gmail&source=g> Realising your potential in the Built Environment ________________________________ From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Panos Vlachopoulos <[log in to unmask]<mailto:[log in to unmask]>> Sent: 16 January 2018 22:13:55 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Programme level approaches (PLAs) Dear all, at Macquarie, we are implementing programmatic assessment across all the programs in our Faculty of Medicine and Health Sciences and also making good progress with competency based education across the Faculty of Arts. For programmatic assessment promotion, we developed a short video which can be accessed via: https://www.youtube.com/watch?v=IzQv0oqrwlY. there is a also presentation available https://www.slideshare.net/eportfoliosaustralia/program-level-design-using-eportfolios-getting-the-big-picture-panos-vlachopoulos-and-sherrie-love-macquarie-university .We now have the first two cohorts of students having completed, we conducted in depth interviews and analysis of their assessments. Happy to chat further. all best wishes Panos Associate Professor Panos Vlachopoulos Associate Dean Quality and Standards Faculty of Arts Room 239 Y3A-10 Hadenfeld Avenue Macquarie University NSW 2109 Australia T: +61 2 9850 7938<tel:+61%202%209850%207938> F: +61 2 9850 8240<tel:+61%202%209850%208240> [1487114798479_macquarieUni_sm] ________________________________ From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Chris Rust <[log in to unmask]<mailto:[log in to unmask]>> Sent: Wednesday, January 17, 2018 9:07:39 AM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Programme level approaches (PLAs) Hi You might find the following chapter on assessment for programme leaders helpful, available at http://ocsld.brookesblogs.net/2017/12/22/re-thinking-assessment-a-programme-leaders-guide/ Best wishes Chris Sent from my iPhone On 16 Jan 2018, at 9:25 pm, Brown, Sally <[log in to unmask]<mailto:[log in to unmask]>> wrote: Of course I assumed that people would know about the PASS project but I should have specifically name checked Peter Hartley and Ruth Whitfield and the work they did at Bradford which is of course explicitly mentioned in our ENhance guide! Looking forward to seeing you on Friday Peter, weather permitting! Best wishes Sally Brown [log in to unmask]<mailto:[log in to unmask]> On 16 Jan 2018, at 21:18, Peter Hartley <[log in to unmask]<mailto:[log in to unmask]>> wrote: Thanks Doug for mentioning the PASS paper. All the PASS papers and resources are still available from http://www.pass.brad.ac.uk Hopefully we will be able to keep this address for the updated website but will publicise this when we can. Best wishes Peter On 16 Jan 2018, at 21:10, Douglas Carr <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hi Jo. At Derby I have worked with teams on emphasising a top down approach to programme design which pretty much adopts the PLA approach using big picture reflections on what the programme should be (including what key narratives from a programme perspective look like for with respect to teaching and learning; assessment and student support e.g. From a practical aspect some useful activities can be borrowed from appreciative inquiry principles and transition mapping (in moving from old programmes to new) to shape desired characteristics of programmes. Happy to talk through any of these aspects. In terms of resources the PASS paper (from around 2010 if memory serves me rightly) and some of the resources around the PLA approach at Sheffield will be helpful Dr Doug Carr PHD SFHEA BSc DCR FETC College Lead for Quality Enhancement Sent from my iPad On 16 Jan 2018, at 19:43, Joanne <[log in to unmask]<mailto:[log in to unmask]>> wrote: Dear SEDA colleagues I am currently looking at Programme Level Approaches (PLAs) to redesigning the curriculum within a growing academic department. I was wondering if you could share resources / road maps that you have found useful for this PLA approach to curriculum redesign? I have yet to find anything that gets to the 'nuts and bolts' aspect of the this process. With best wishes Jo Maddern Geography Department / Adran ddaearyddiaeth College of Science / Y Coleg Gwyddoniaeth Room 122 / Ystafell 122 Wallace Building / Adeilad Wallace Swansea University / Prifysfol Abertawe Singleton Park / Parc Singleton Swansea / Abertawe SA2 8PP The University of Derby has a published policy regarding email and reserves the right to monitor email traffic. If you believe this was sent to you in error, please reply to the sender and let them know. Key University contacts: http://www.derby.ac.uk/its/contacts/ To view the terms under which this email is distributed, please go to:- http://disclaimer.leedsbeckett.ac.uk/disclaimer/disclaimer.html The contents of this email and any attachments is intended for the named recipient(s) only and may contain privileged and confidential information. If you have received this email in error please notify the sender and delete it from your system. You must not copy, distribute or rely on it, and any form of disclosure, modification, distribution and/or publication of this e-mail is prohibited. -- Sarah Moore SFHEA Professional Development Manager (Learning and Teaching) Learning and Teaching Services (LeTS) Academic Programmes and Student Engagement The University of Sheffield Ground Floor, New Spring House, 231 Glossop Road Sheffield S10 2GW Tel: 0114 222 1753 Fax: 0114 222 1452 E-mail: [log in to unmask]<mailto:[log in to unmask]> Webpage:http://www.sheffield.ac.uk/lets/cpd/semoore The contents of this email and any attachments is intended for the named recipient(s) only and may contain privileged and confidential information. If you have received this email in error please notify the sender and delete it from your system. You must not copy, distribute or rely on it, and any form of disclosure, modification, distribution and/or publication of this e-mail is prohibited.