curriculum design through technology enhanced learning christine davies,

Curriculum Design through Technology Enhanced Learning

Christine Davies,

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

JISC Building Capacity Project

Trevor Price

Steve Woodward

Christine Davies

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

Project Aims

• To remove barriers to engaging with technology

• To build on existing TEL team initiatives to facilitate ongoing, sustainable use of technology within faculties

• To promote technology as an agent for curriculum design and enrichment

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-projectbu

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The curriculum represents the expression of educational ideas in practice

The planned curriculumWhat is planned by the designers

The delivered curriculumWhat is taught

What is organised

The experienced curriculumWhat is learned by the students

A curriculum has 4 key elements:

1.Content

2.Teaching & learning

3.Assessment

4.Evaluation The process of defining and organising these is curriculum design

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

Technology-Enhanced Learning Survey

• Reasonable knowledge of Blackboard, particularly re. assessment

• Limited awareness of other technology, and how/why TEL could help learners and teaching practice

• Some training needs: one to-one training/support preferred

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

Key aspects of project

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

OER & Reusable Learning Objects

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

OER & Reusable Learning Objects

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

Classroom technologiesA classroom needs to be . . .

Designing Spaces for Effective Learning: A guide to 21st century learning space design, www.jisc.ac.uk/media/documents/publications/learningspaces.pdf.

Flexible – accommodate current & new pedagogies

Future-proofed – enable space to be

re-allocated/reconfigured

Enterprising – capable of supporting different purposes

Supportive – develop potentia

l of le

arners

Creative – to energise & inspire

Bold – go beyond the usual technologies & pedagogies

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

Meetings for TEL Leaders and Users

• To share ideas and good practice

• To provide mutual support

• To discuss ways of supporting colleagues

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

TEL drop-in sessions in all Faculties

Project blog: http://learning.weblog.glam.ac.uk/building-capacity-project

One to one interviews with academic staff

• Appreciative inquiry, recognising expertise

• Discourse & dialogue• Opportunities to

integrate technology into the curriculum

Technology & the Learner

• Caters for different learning styles & preferences

• Eg. VAK (Fleming); Introverted/Extroverted (Myers-Briggs)

Any time, any place, any pace- learning & assessment

Options for interactivity, communication, collaboration, productivity

More accessible & inclusive

There is a lot more out there!

Dissemination:

•Blogs•Seminars•Twitter

Dr. Christine Davies

cpdavies@glam.ac.uk

Christine Davies,