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!
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
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.
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
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
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
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., Hørsted, 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:
- Designing a curriculum around constructive alignment;
- A holistic-distributed model to course design;
- Engaging the curriculum in higher education;
- Developing self-authorship through the Learning Partnership Model;
- Curriculum design through the analogy of an Ouija board;
- Mainstreaming research and inquiry throughout the curriculum;
- Designing the curriculum around threshold concepts, troublesome knowledge and decoding the disciplines;
- The inverse or flipped classroom;
- Engaging students as co-designers of the curriculum;
- 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,
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(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
(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:
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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
07771 923799
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]
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
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
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]> on behalf of Fiona Harvey <[log in to unmask]>
Sent: 17 January 2018 08:46
To: [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
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]>
Cc: [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
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]> 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 | 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: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Panos Vlachopoulos <[log in to unmask]>
Sent: 16 January 2018 22:13:55
To: [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
F: +61 2 9850 8240
From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Chris Rust <[log in to unmask]>
Sent: Wednesday, January 17, 2018 9:07:39 AM
To: [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]> 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!
On 16 Jan 2018, at 21:18, Peter Hartley <[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]> 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]> 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
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