designing courses › clt › published › course design.pdf · 2017-03-27 · start off at the...
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DesigningCourses
Centre for Learning and Teaching
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Aims of this presentation
• Tointroducesomeofmainideastoconsiderwhendesigningorre-designingacourse
• Todiscusssometheoreticalapproachestocoursedesign
• Tomakepracticalsuggestionsabouthowthesecanbeusedinplanningactivities
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Start off at the end• Agoodwaytobegindesigningcoursesistoenvisagetheknowledge,skillsandvaluesyourgraduateswillhave
• Thinkbroadlyaboutissuessuchas:– Thefutureofthediscipline– Professionalidentities– Creatingpositivechangeintheworld
• HowcanstudentsexperiencesatUniversitypreparethemforthis?Andhowdoesyourcoursefitinthispicture?
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Resources overview
• Nowyouhaveyourendpoint,whatresourcesdoyouhaveavailabletomakethisareality?
Previouscourse
materials
Externals–employers,VLs,partners,serviceusers,professional
bodies
Pedagogic,administrative,leadershipskills
Staffdisciplinaryskills
andknowledge
TeachingspacesDataonand
feedbackfromstudents
Library,onlineandsocialmedia
resourcesSupport–LTAs,CLT
Backgroundsandinterestsoftypicalstudents
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What University policies need to be considered?
• AllundergraduatecoursesmustaligntotheCurriculumDesignFramework
• ThePrinciplesare:– PracticalWisdom– Acurriculumstructuredforlearning– Researchandenquiryledlearning– Staffandstudentsworkinginpartnership– Inclusivity
• Withthemesofblendedlearning,sustainabilityandemployability
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Approaches to organisinglearning
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Using the approaches
• Fourapproachesareoutlinedhere• Theyareinter-relatedandoverlappingandcanbeusedincombination
• Allencourageplanninglearningoutsideamodularised structure
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Consider the Student Journey• Takeastudentperspectiveontheirexperiences• Transitions
– Intothecourse– Beforeandaftervacations– Betweenlevels– Graduatingthecourse
• Each‘firsttime…’hasthepotentialtoengagestudentsmoreand/orriskstudentdisengagement– Firstweek,firstassessment,firstfeedbackreceived,firstfieldwork,
firsttimewithnewassessmenttype,firsttimedoinggroupwork,firstplacement,firststaff/studentevent
• Plantoprofitfromengagementandtoavertdisengagement• ScottishHigherEducationTransitionsMap
http://www.enhancementthemes.ac.uk/enhancement-themes/current-enhancement-theme/transitions-map
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Constructive alignment• Programmelevellearningoutcomes
(LOs)shouldaligntolearningactivitiesandassessment
• ThereisatendencytolosesightofprogrammeLOswhenthinkingaboutcontent
• Keepreturningtothemindecisionmaking– doesthisactivity/contentsupporttheprogrammeLOs?Ifno,thenquestion.
• SeeBiggsandTang2008
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Scaffolding and sequencing• Tasksandexperiencesthatare
“constructive,sequentialandinterlinked…[and]requirestudentstouseandengagewithprogressivelyhigherordercognitiveprocesses”(MeyersandNulty2009p.567)
• Considertimings,contentandrelationshipsbetweentasks,experiencesandassessmentofcoreunits
• Planforstudentstoe.g.– becomeincreasinglyindependentlearners– increasinglychoosecontent– increasinglyundertakeownresearch– haveincreasingopportunitiestotakeon
professionalroles
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Threshold concepts• Somedisciplinesfindtheseparticular
usefultoconsiderasstartingpointsaroundwhichtoorganisethecurriculum
• Thesearecoreconceptswhichoncestudentsgraspthem,transformstudentunderstanding
• Theymaybecontentious,troublesomeorgoagainst'commonsense'
• Agoodoverviewofthresholdconcepts:http://neillthew.typepad.com/files/threshold-concepts-1.pdf
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Putting theory into practice
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Activity: Create a course timeline
• Youaregoingtocreateapapertimelineofyourcourse,perhapsalongalongwall.
• Thisactivitycouldincludeallmembersofthecourseteamandstudents.
• Itcouldbeleftupforseveraldaystoallowpeopletocontribute
• Itcanthenbeusedforaplanningmeeting
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Instructions• Coverawallinalonglineofpaper.Wallpaperlinerisgood,
ideallyatleast4mlong. Usemarkerpenstodivideitintoyears1,2and3
• Addsomekeypoints– pre-induction,induction,Christmasbreakyear1,endofsemester,Easterbreaketc,untilGraduation.
• ThenaddA4sheets inappropriateplacesforthecoremodules,orgroupsofmodulesfordifferentpathways
• YoucouldaddyourlistofresourcesatthebeginningandyourenvisagedGraduateattheend
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Fill in the timeline
• Peoplecanthenaddentriesorcommentsusingpost-itnotes– Usingideasfromthestudentjourney– Keyassessmentandfeedbackpoints– Thinkofstrengths,weakness,opportunities,threats
– Includeadministrativeissuessuchasworkloadforstaffandstudents
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Think about learning• Inadifferentcoloured post-it,highlight,(dependingonyourapproach)thresholdconcepts,orthewaylearningisscaffolded acrossthecourse
• ForUGcources,inanothercolour addkeypointsorexamplesrelatingtotheCurriculumDesignFrameworkprinciples:– PracticalWisdom– ResearchandEnquiry-ledlearning– Staffandstudentsworkinginpartnership– Inclusivity
• Andthemes:– BlendedLearning,SustainabilityandEmployability
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Analysis
• Lookattheclusteringofpost-itnotes• Considerthegaps• Begintoconstructthe‘story’ofthecourse,usingthepost-itnotesasprompts
• Isthiswhatyouwantthe‘story’tobe?Doesitendwithyourenvisagedgraduate?Doesituseallyourresourcestotheirfulladvantage?
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The New Course• Whatneedstochangeinthecoursetobringitclosertothe‘story’youwant?
• Willthisinvolvechangingprogramme learningoutcomes?
• ForUGcourses,howdoesthe‘story’involvethePrinciplesandThemesofCDF?
• Inparticular,isthereaclearpictureofassessmentandfeedbackatcourselevel?
• Andcananychangesinvolvestaffandstudentsworkinginpartnership?
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Organising modules
• Onceyouhaveaclearbigpictureofthecourse,beginthinkingaboutthisintermsofmodules
• Thismayinvolverefreshingexistingmodulesandcreatingnewones,beginningwithcoremodules
• SeetheModule(re)designguidanceforinformationonthis
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Find out more
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References• Biggs,J.andTang,C.2007TeachingforQualityLearningat
University:Whatthestudentdoes(3rd edition).Maidenhead:OpenUniversityPress.
• Land,R.,Meyer,J.andJ.Smith(eds.)2008ThresholdConceptsintheDisciplinesLondon:SensePublishers
• Meyers,N.andD.Nulty 2009Howtouse(five)curriculumdesignprinciplestoalignauthenticlearningenvironments,assessment,students’approachestothinkingandlearningoutcomes.InAssessmentandEvaluationinHigherEducation34:5
• Yorke,M.andB.Longden 2008TheFirst-yearExperienceofUKHigherEducation.York:HEA
• https://www.heacademy.ac.uk/system/files/fyefinalreport_0.pdf