curriculum design through technology enhanced learning christine davies,
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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
