Micro-Scholarship, What it is, How can it help me.pdf
Oric introductory session
1. Inclusive Curriculum Design:Intro ORIC - Open Educational Resources for the Inclusive Curriculumhttp://www.oric.brad.ac.uk This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 1
2. Welcome and introduction. Why bother? Wtructureand assessment. Aims of today. Module intro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 2
3. Why seek to develop an inclusive curriculum? Enhance the status of learning and teaching. Approach the craft of teaching from analytic and critical perspectives. Work out ways we can all do it better! Welcome and introduction This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 3
4. The importance of curriculum design issues in the national context, particularly note factors like: Increasing pressures on resources (e.g. workload models). Increasing accountability and visibility. Increasing competition for students. National influences, such as the NQF, Burgess report. New technologies and opportunities. Increasing pace of change. Why bother? This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 4
5. Approx. 30 years ago today … Then Students were ‘top 3%’. Binary divide. CNAA for Polys. Professional support? Little research into HE. Teaching roles? No ‘e’. Student voice? Course structures. Degree classification. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 5
6. It was 30 years ago today … Then Students were ‘top 3%’. Binary divide. CNAA for Polysonly. Professional support? Little research into HE. Teaching roles? No ‘e’. Student voice? Course structures. Degree classification. 40%/50% targets. League tables/consortia. QAA: NQF, ProgSpecs. HEA & Subject Centres (?) Growing evidence/outlets. NTF, UnivFellowships. Email, VLE, Web 2, PLE. NSS. Modules, CATS, Semesters. Burgess report and HEAR. Now This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 6
7. Thirty years ago the following were available: Lectures and seminars; Workshops and practicals; Games and simulations (paper-based or physical); Chalkboards (later OHP); Banda and Gestetner (later Photocopier); Library (with limited stock?). The lecturer’s toolkit (some years ago) This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 7
8. Lectures, seminars, workshops etc. Open space/World Café/other formats. Tutorials & face-to-face contact. VLE. Powerpoint. Microsoft Word & WimbaCreate. Microsoft Office. Student Response Systems. Concept and mind maps (e.g. cmap). Online video/YouTube etc. E-portfolios. Aggregators. RLOs. Formative and summative CAA. Project management tools. Speech recognition software. Discussion boards. Skype. Image editing. Screen capture (e.g. Camtasia). Text messaging. Web 2.0 (e.g. podcasts, wikis, blogs). Visual databases. Social networking (e.g. Facebook, Ning). Simulations and games (online/contact). Social bookmarking. Google/Google Scholar. Google Docs. Mobile phones. Web widgets. Calendar/scheduling software. Audio feedback – Audacity. Wikipedia. Personal web pages. Turnitin. PDAs and phones with GPS. Web conferencing (e.g. Elluminate). GloMaker2. C-Link. Anything you would add toor subtract from this list? Are these all essential tools for the inclusive lecturer/teacher in the 21st Century? This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 8
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10. Module delivery and adaptation. New module design. Course/programmedesign. Institutional approaches and procedures/ regulations. At least 4 ‘levels’ to consider This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 10
11. Critically assess current theoretical models of learning, teaching, assessment and curriculum design. Identify the characteristics of an effective and inclusive curriculum. Analyse the policy, disciplinary, professional, cultural and technological influences and impacts on curriculum design. Aims of this module:1. Knowledge & understanding This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 11
12. Demonstrate an evidence-informed approach to inclusive curriculum design and assessment. Evaluate existing modules in terms of effectiveness and inclusivity for learners. Design an effective and inclusive learning environment. 2. Subject-specific Skills This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 12
13. Demonstrate effective communication and IT skills. 3. Personal Transferable Skills This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 13
14. Are these ‘good’ learning outcomes? And for subsequent discussion How do the learning outcomes relate to the assessment criteria and to the modes of assessment? Is this module satisfactorily aligned? In the spirit of self-analysis … This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 14
15. Class sessions Learning Sets Blackboard support: information and resources plus opportunities for questions/discussion Opportunities for individual meetings Structure This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 15
16. Summative: An individual assignment focussed on module evaluation and design. 4000 words or equivalent in alternative media.NB Word count does not include appendices or attachments, e.g. the module description. See the DRAFT criteria. See the assignment spec. Formative Draft extract (no more than 500 words) to receive audio feedback from tutor. Assessment This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 16
17. Aims of today: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 17
18. Each Learning Set:Draw a collective concept map: What are the most important characteristics of curriculum design in UK HE? And the first task: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 18
19. Each Learning Set:Draw a collective concept map: What are the most important characteristics of curriculum design in UK HE? And then I’ll show you mine! And the first task: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0/ 19
