curriculum representations
TRANSCRIPT
Curriculum representations
November 2009
1
CBM (2009) framework overview
β’ 4 views have been identified to represent a course:
1. Pedagogy profile
2. Course map
3. Cost effectiveness
4. Course performance
+ supporting narrative & good practice principles
2
Selecting exemplars
Faculties are identifying courses that are
β’ Pedagogically effectiveβ’ Innovativeβ’ Deliver high levels of student satisfaction and
performanceβ’ Cost effectiveβ’ Aligned with one or more Strategic Objectives
Historical and forward looking β an on-going process.3
View 1 Pedagogy profile
4
β’ How we want to teach
β’ Deconstructing learning activities
β’ Analysing student tasks and time
β’ Challenging βcontent heavyβ approaches
β’ Encouraging variety
Block 1
Block 2
Block 3
Total
Pedagogy profile
Maps types of student tasks against course structure
Block 1
Block 2
Block 3
Total
Block 1 5 3 4 1 0 0 4
Block 2 6 3 3 3 3 2 4
Block 3 6 3 3 3 4 3 4
Total 17 9 10 7 7 5 12
Pedagogy profile widget
7
Guidance & support
Evidence & demonstration
Communication & interaction
Information & experience
Thinking & reflection
View 2 Course mapFive components of any structured learning provision
Guidance &support
Evidence & demonstration
Information & experience
Communication &interaction
Thinking & reflection
Course map/At a glance representation
Guidance and support βLearning pathwayβCourse structure and timetableCourse calendar, study guide, tutorials
Information and experience βContent and activitiesβCould include course materials, prior experience or student generated contentReadings, DVDs, podcasts, lab or field work, placements
Communication and interaction βDialogueβSocial dimensions of the course, interaction with other students and tutorsCourse forum, email
Thinking and reflection βMeta-cognitionβInternalisation and reflection on learningIn-text questions, notebook, blog, e-portfolio,
Evidence and demonstration βAssessmentβDiagnostic, formative and summativeMultiple choice quizzes, TMAs, ECA
Information & experience
PDF resources
Links to e-journal articles and other websites
Evidence & demonstration
6 TMAs β submitted online (505 of overall score)
3hr examination (50% of overall score)
Thinking & reflection
Activities throughout learning guides (4-7 per guide)
5 website βinteractivesβ
Journal space in MyStuff
Core questions, thinking points and summaries in course books
Communication & interaction
Course-wide CafΓ© forum
Tutor group forums with sub-forums for each block
F2F tutorials near beginning, middle and end of course (some regional variation)
Guidance & support
Study planner
20 Learning guides
General assessment guidance
TMA questions
Course guide
Study calendar
KE312 Working Together for Children60pt course over 32 weeks3 blocks/20 learning guidesWhole weeks devoted to TMAsConsolidation week (week 22)
β’ Practice relatedβ’ Aligned to latest prof framework for mult-agency workingβ’ Rich case studiesβ’ Read β relate to practice β reflect β write
3 co-published course books (21 chapters/ 960pp)
DVD β videos of 3 practice settings + interviews (XXmin)
Plus own experience and practice
Tutor support β 1:20; 21 contact hrs; band 7
Course map example
11
View 3 Cost effectivenessβ’ Relationships between:
β Incomeβ Student numbers
β Production activitiesβ Presentation activities
β Central (non IUPC) costs
β’ Comparison with other similar courses / models and norms
Market driven, external influences
CAU, LTS and SS influences
Internal, central allocations
12
Current data sources
β’ Post launch review processβ General ledgerβ RPTβ LTS IUPC analysisβ SS IUPC analysisβ PLANET (for student numbers)β TRAC (for staff resource)
CL
13
CL
14
Staf f (CAU) Staf f (CAU)Non staf f (CAU)
Non staf f (CAU)
LTS / IUPC
LTS / IUPC
SS / IUPC
Tuition
SS non IUPC
Student support
LTS non IUPC
Other non IUPC
Fee income
Grant income
Production
Presentation
Non IUPC
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
10000
0
500
1000
1500
2000
2500
3000
Production Presentation Non IUPC Total Income Total Costs
Inc
om
e/c
os
ts (Β£
'00
0)
Co
sts
(Β£'0
00)
K208 - Course financial profile
37%33%30%
51%
21%
2%
20%
7%
75%
25%
31%
7%
62%
20%
28%
27%
25%
Key characteristics- Wraparound- 60 point course, - 14 presentations,- 7 years- 3,649 students @ 1/3
Pre investment:- Total contribution = 65% (Β£4.1m)- Contribution per student = Β£1,137- No of students to breakeven = 142Post investment:- Total contribution = 62% (Β£4.0m)
Key types of costs Income / cost comparison
Key assumptionsTutor : student - 20AL salary band 75 TMAs (standard)Examinable component - projectProduction resource: [simple print etc?]Staf f [x] days
[Can we list other key factors which af fect the major costs?]Link to "data statement and spreadsheet for detailed adjustments?]
Example β K208 Effective practice in youth justice
Comparison of course costs
-
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
Co
sts
(Β£'0
00)
K208 K216 KE308 KE312
Non IUPC
Tuition
SS IUPC
LTS IUPC
Presentationcosts CAU
Total productioncosts
Practice basedWraparound
30%
30%
6%
20%
12%
30%
7%
8%
17%
36%
30%
8%
20%
17%
22%
18%
22%
6%
33%
18%
Std Level 3Std Level 3
CL
15
View 4 Course performance - basic Derived from IET student survey data
16
KPI Distribution: Minimum, Latest, Maximum Course CAU OU
Quality ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 84.76 80 78
Experience ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 77.44 78 90
Value ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 73.25 82 85
Support ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 77.16 88 80
Materials ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 75.61 45 68
Workload ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 31.1 80 78
Difficulty ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ . 78 90
Schedule ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ . 82 85
Outcomes ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 82.5 88 80
Recommend ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 73.01 45 68
Expectations ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 75.93 80 78
Enjoyed ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 81.48 78 90
Demographic Course CAU OU
<25 years ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 11 20 56
FAF ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 26 25 46
Low SES ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 10 80 28
HE qualification ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 33 5 26
+2 A levels (oe) ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 23 6 65
<2 A levels (oe) ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 25 9 35
No formal quals ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 3 70 75
not White ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 7 5 62
Disability ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 3 61 45
non UK ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 6 16 23
no AWINT ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 28 65 6
Presentation Registration Figures Course CAU OU
2009B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 824 827 832
2008B βββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 760 763 768
2007B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 682 685 690
2006B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 788 791 796
2005B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 892 895 900
2004B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 596 599 604
2003B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 647 650 655
2002B βββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 738 741 746
2001B βββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 771 774 779
2000B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 865 868 873
Presentation Pass and Complete Figures Course CAU OU
2009B ;
2008B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 58 ; 4
2007B ββββββββββββββββββββββββββββββββββββββββββββββββββββββββββ 55 ; 5
2006B βββββββββββββββββββββββββββββββββββββββββββββββββββββββ 52 ; 5
2005B βββββββββββββββββββββββββββββββββββββββββββββββββββββ 51 ; 3
2004B βββββββββββββββββββββββββββββββββββββββββββββββ 48 ; 1
2003B βββββββββββββββββββββββββββββββββββββββββββββββ 47 ; 1
2002B ββββββββββββββββββββββββββββββββββββββββββββββββ 46 ; 3
2001B βββββββββββββββββββββββββββββββββββββββββββββββ 45 ; 2
2000B βββββββββββββββββββββββββββββββββββββββββββββββββ 49 ; 2
Course performance β basic plus
17
Demographics: % Reported
GlossaryAWINT Award IntentionCourse Latest Figures from the last time the course was surveyed
NotesDemographics are non-additive, i.e. an individual reporting disability and low SES will be countedtwice in the relevant percentages of cohort.
11.0%
26.0%
10.0%
33.0%
23.0%
25.0%
3.0%
7.0%
3.0%
6.0%
28.0%
0% 20% 40% 60% 80% 100%
<25 years
FAF
Low SES
HE qualif ication
+2 A levels (oe)
<2 A levels (oe)
No formal quals
BME
Disability
non-UK
no AWINT
<25 years FAF Low SES
HE qualificat
ion
+2 A levels (oe)
<2 A levels (oe)
No formal quals
BME Disabilitynon-UKno
AWINT
OU Average 56 46 28 26 65 35 75 62 45 23 6
CAU Average 20 25 80 5 6 9 70 5 61 16 65
Course 11 26 10 33 23 25 3 7 3 6 28
Registrations and Retention Rates
Statistic 2000B 2001B 2002B 2003B 2004B 2005B 2006B 2007B 2008B 2009BRegistrations 865 771 738 647 596 892 788 682 760 824Comp 435 367 360 310 290 481 446 405 470 .Pass 422 349 340 301 286 456 408 373 440 .Completion Rate 50.3% 47.6% 48.8% 47.9% 48.7% 53.9% 56.6% 59.4% 61.8%Pass Rate 48.8% 45.3% 46.1% 46.5% 48.0% 51.1% 51.8% 54.7% 57.9%
K ey Performance Indicators: % Agree
PRESENTATION
84.877.4
73.3 77.2 75.6
31.1
0.0 0.0
82.573.0 75.9
81.5
87.0 74.2 70.7 79.1 69.0 25.2 80.1 81.0 86.2 70.7 80.7 84.483.5 77.3 71.4 78.2 70.8 26.8 86.2 70.7 83.1 68.1 80.5 81.5
0%
20%
40%
60%
80%
100%
Course Latest
CAU Average
OU Average
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0
200
400
600
800
1000
2000B 2001B 2002B 2003B 2004B 2005B 2006B 2007B 2008B 2009B
Co
mp
leti
on
/Pas
s R
ate
Reg
istr
atio
ns
Presentation
Registrations
Completion Rate
Pass Rate
Average completion
rates:CAU 62.5%OU 60.5%
Averagepass rates:
CAU 48.5%OU 59.5%
18
βView 5β Supporting narrative and good practice principles
Design decision variable Example
Production/pedagogical approach β’Course guidance: Tutor-directed β student-directedβ’Learning approach: Passive-learning β active-learning
Production/content β’Course team produced: bought in wrap aroundβ’Reuse: free standing assets β bespoke/contextualised (within faculty & cross-faculty)
Production/staff resource β’Staff resource (academic): 12 months β 18 monthsβ’Consultancy: 0 -100%
Production/timeliness (fit to market) β’Time scale: 6 months β 2 yearsβ’Aligns with current subject trends: β
Presentation β’Tutor/student ratio: N/A , (1-30) β (1-10)β’Tuition management: centrally managed β hub β regionally managed
β’Under development. Some examples below:
Relationship with CBM (2008) Course Types
Looking to develop exemplars with reference to this classification, recognising in practice we are likely to have hybrids:
β’ OU classicβ’ Bought-inβ’ Wraparoundβ’ βEmpty Boxββ’ Web 2.0β’ Disaggregated curriculum assets
19
Framework Exemplars Course Types Views
Next stepsβ’ Developing the 5th view which profiles a course in
relation to a set of key variablesβ’ Continue to refine and consolidate all viewsβ’ Finalise list of exemplar courses and check that all
course types representedβ’ Produce complete set of views for a selection of
exemplarsβ’ Disseminate discussion document, analysis of exemplar
courses and toolkit for faculties to useβ’ Arrange further workshops and presentationsβ’ Integrate this work with Stage Gate Process review,
PLANET redevelopment and other initiatives20