Download - Introducing the design studio
TheDesign Studio
Andrew MiddletonHead of Innovation & Professional Development, QESS
(CC) pimousse3000
Course PlanningWhere do you start?
…then what?…and other challenges
Introducing a Design Studio approach
Curriculum Design, …Plan, …Develop, …Deliver?
In contrastThe Design Studio methods will,
• share experience• be enjoyable• create a consistent,
supported process• encourage
consistency• clarity• formal collaboration
enhance project revealed Academic,
– inexperience– detachment– diverse practice– inconsistency– uncertainty– isolation
Objective for the Design Studio
An approach that is,•Highly usable•Agile – works for different needs,
situations, people•Collaborative, creative and criticalResulting in,•pedagogic and curriculum
innovation•and an engaging teaching and
learning experience
Applications
Suitable for the approval of,•new courses•annually reviewed provision,
and•5 Yearly Review
Contexts for Curriculum Design
• Design is affected by context
• some context is fixed - you have no choice
• some context needs to be pinned down - you must make a choice
The Design Team members
• Design Facilitator: experienced mentor and advocate
• Academic Lead: responsibility for taking it forward
• Student Designer: an equal design partner
• Academic peers: sharing experience• Quality Adviser: advising on process• Administrative adviser: logistics and processes• LTA adviser: supporting innovation• E-learning adviser: supporting best use of Blackboard etc• Information adviser: readings and resources• Learning adviser: embedding learning literacies• Professional & Employer representatives: employability
Viewpoints
• University of Ulster’s Viewpoints method
• http://tinyurl.com/bpx54xj• Using ‘Lenses’ – approaching
the design by considering principle-based themes e.g. assessment, employability, learner engagement, etc
• Collaboration workshops
Module timeline worksheet
Teams work together around the module (or course) design worksheet
Choosing a ‘lens’• Lens - theme/set of cards, a
view of the course• Lenses include
– Assessment and Feedback– Information Skills– Learner Engagement – Creativity – Graduate
Outcomes/Attributes– …
• Thematic lens card sets prompt design discussion based on:– Principles– HEFCE code of practice– Examples
Assessment and Feedback cards are pictured here(principles based on REAP project).
Choosing an objective
The team decide on an objective for their session and write it at the top of the module worksheet
The ‘objective’ guides the design team through the processThis is different to learning outcomes which can also be stated
Reading the front of the cards
The team read the principles on the front of the cards, choosing ones appropriate to their objective*
* The ‘objective’ of their design focus
Mapping the cards to the timeline
The team take their selected cards and map them to the appropriate point on the timeline (e.g. at the induction phase, during first few weeks of course)
Reading examples on cards
The course team turn the cards over and read the examples/ideas on the back.
Choosing relevant examples
The team tick any examples that align with
their course outcomes
Adding in own ideas/commentsThe team write on any of their own ideas or comments, in order to tailor the examples to their own module.
Sample finished worksheets
Discussion
• the benefits of a structured, collaborative design approach;
• the actual methods used and the roles involved;
• the use of lenses or themes;
• where next.
Where next?
•Work with pilot teams•Refine, develop and release the materials for use at
scale over semester 2
•Partners/designers wanted!