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Bennett and Folley

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Bennett and Folley

  1. 1. Using the D4 Curriculum Development Approach to address TEF metrics Liz Bennett and Sue Folley: University of Huddersfield SEDA Spring Teaching Learning and Assessment Conference 2017: The quest for teaching excellence and learning gain: issues, resolutions and possibilities.
  2. 2. Format of the session: Introduction to the D4 workshops Task 1: Discover Task 2: Dream Explanation of Design and Deliver Phases Analysis of the Approach Plenary
  3. 3. Introduction to the D4 Workshops Originally a University Strategic Project around Developing Digital Literacies in Staff Approach used to encourage the ‘late majority’ (Rogers, 1983) Later developed to focus on other key issues, attainment, employability, retention
  4. 4. Aims of the D4 Workshops: To provide a starting point, and space for discussions about course/module design To introduce the participants to a range of curriculum design tools (including Appreciative Inquiry and Course Design cards) and understanding of the topic. To create a personal/course team action plan To be aware of range of further reading and further support available
  5. 5. From: http://pdf.usaid.gov/pdf_docs/PNADB195.pdf (p.16) Appreciative Inquiry is a theory of organization development management or research approach that focuses on the “best of what is” instead of focusing on problems. Appreciative Inquiry
  6. 6. Discover Dream Design Deliver Appreciative Inquiry The best of what has been Best that might be What it might truly look like What we will commit to
  7. 7. Split into groups as instructed. In your group, reflect on the question ‘What examples of great learning have you experienced in your professional life?’ Think about: o What happened? o What did you do to make that happen? o What did others do to contribute to that experience o How did that experience feel? Discuss your stories and write down some of the characteristics of what makes a great learning experience and agree on one person to share these with the whole group later. (10 mins) Feedback to whole group some of the characteristics of the learning experience (10 mins) Task 1 – the Discover Stage Discover Dream Design Deliver
  8. 8. Still in your small groups you are going to create a vision of what the desirable attributes a student graduating from your course/University are. Think about: How you want your course/module to enable graduates to: - Work effectively with others - Meet employer’s expectations - Work with professional bodies (if appropriate) - Be adaptable and agile to work and learn in a variety of contexts - To be able to work in a digital world Draw a mind map or other diagram to represent the ideal graduate attributes. (10 mins) Feedback to whole group and distil into a list of themes Task 2 – the Dream Stage Discover Dream Design Deliver
  9. 9. Task 3 – the Design Stage Discover Dream Design Deliver This is stage is tricky. We want staff to design something but this takes a long time to work through and refine. The cards are used to stimulate thinking with ideas. There is a danger that we just use the cards for audit, and this isn’t design, but often you start from an audit process to move forward. • For D4A: Attainment, we ask them to identify 3 areas that they want to develop; • For D4R: Retention, we ask them to map the student’s journey over the first 12 months of their course; • For D4E: Employability, we ask them to map the skills that are developed across the 3 years of the degree; • For D4L: Active Learning we ask them to design a single learning activity.
  10. 10. ViewPoints Learner Engagement Cards
  11. 11. Task 3 for D4A: Curriculum Design for Attainment
  12. 12. Task 3: D4E – Curriculum Design for Employability Discover Dream Design Deliver These cards and the stickers are used to colour code these activities on a mapping sheet for the course Bennett & Folley (2016)
  13. 13. Task 3 for D4R – Curriculum Design for Retention
  14. 14. Task 4: Delivery Stage - All the D4 Workshops Discover Dream Design Deliver Reflecting on all the tasks done in this workshop, note any changes you would like to make to your module and then please complete your action plan template including anything you have decided needs to take happen or be discussed, such as: - What have you learned from the activity design stage that you could adapt or use in your course? - What staff development do you need to undertake? - Do you need to arrange any discussions with the course leader or other staff to take any of your ideas forward? - Write down a list of actions with names of who is responsible for taking them forward and timescales
  15. 15. Plenary Our analysis Your feedback Resources/photos
  16. 16. Analysis of the D4 Approach: its strengths • Experiential; • Positively framed; • Structured with flow between the stages. • Efficient; • Facilitated; • Embedded; • Discipline-based; • Holistic (not siloed); • Space for critique; • Team based dialogue, unfreezing change; • Action orientated; • Resources and tools; • Manage upwards. • Sharing of ‘good practice’
  17. 17. Virtuous circle attainment retention employability
  18. 18. Your Feedback of the D4 Approach Discussion in groups: 1. To what extent do you agree with our analysis of the strengths of this approach? 2. How could the approach be improved further? 3. How it might be used in your context? Experiential Positively framed Structuredwithflow Efficient Facilitated Embedded Discipline-based Holistic(not siloed) Space for critique; Teambaseddialogue, unfreezingchange,; Actionorientated; Toolsand resources; Manage upwards; Sharing of ‘good practice
  19. 19. Resources: Full resources including workshop plans, presentation slides and printable copies of the cards are available at: http://ipark.hud.ac.uk (in the training & development folder) or shortened url is: http://goo.gl/e3hBAM Liz Bennett: e.Bennett@hud.ac.uk @LizBennett1 Sue Folley: s.folley@hud.ac.uk @SueFolley

Hinweis der Redaktion

  • Liz
    Materials
    Copies of the cards, A4 sheets, action planning, evaluation sheet
  • Liz
    Experiential – working through the first 2 stages or a 4 stage process.

    So we move into the workshop now and you will do 2 stages and then we will describe the 3rd and 4th stages
  • Sue
  • Sue:

    Last point – make the point that we have to be realistic of what we can achieve in 2 hours – and that most curriculum design processes last 2 or more full days – so this can only be the start point for your ongoing discussion and work in this area.
  • Sue
  • Sue
  • Liz

    Sue to collate
  • Sue to explain

    Liz to collate list

  • Design Task
  • Liz
  • Liz

    Use the cards which take a dimension of employability and consider where it fits on your programme.




    Just use the Learner Engagement Cards.

    We need an example for them of what the final thing may look like – applied to a different learning activity.

    They can use their own example instead of the poster one. Learning activity – keep it focussed on this
  • Sue
  • sue


  • Liz
    Efficient – working in several course teams gets groups out of stuck behaviours/cultures, as they put on an externally facing persona!

    Different challenges depending on the group eg if voluntary participation then often challenging to get the whole team together, if at an away day then there is more resistance, challenge to deal with, however both have evaluated positively and have resulted in action plans and people staying on task for the whole 2.5 hours.
  • Liz
  • Liz to lead
    Sue to lead feedback


  • Sue

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