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Background to call 1 Transforming Curriculum Delivery Through Technology. teaching as delivery of information. curriculum delivery. What do we mean by…?. “the many ways in which learners are helped to achieve the outcomes offered to them by a curriculum”. teaching. interactions. guidance. - PowerPoint PPT Presentation
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Joint Information Systems Committee – David Kernohan – eLearning
Background to call 1Transforming Curriculum Delivery
Through Technology
Joint Information Systems Committee
curriculum delivery
“the many ways in which learners are helped to achieve the outcomes offered to them by a curriculum”
teaching as delivery of information
What do we mean by…?
Joint Information Systems Committee
“the many ways in which learners are helped to achieve the outcomes offered to them by a curriculum”
learning
access tolearning
resources
teaching
interactions
access to learning
opportunities
guidanceFeedback
tutoring, coaching, mentoring
Joint Information Systems Committee
A comparison: what is curriculum design?
Source: Sharing the LOAD project workshops
“curriculum design processes take place
before any real learners are enrolled onto a
programme of study”
Joint Information Systems Committee
A curriculum lifecycle
design or develop
instantiate or set up
realise or deliver
review or validate
“processes which take place when
real learners engage with
a designed curriculum”
‘design’ call
‘delivery’ call
“The call is looking for projects to explore how technology can support these processes more effectively… particularly from the perspective of the learners engaged in the curriculum.”
Joint Information Systems Committee
What are these ‘processes’?
They might include:
Teaching, learning support, learning development, access to learning opportunities and resources, dialogues and interactions, advice and guidance, coaching, mentorship, peer learning, feedback and formative assessment, personal development planning, tutoring, coaching…
Any processes which ‘help learners to achieve the outcomes offered to them by a curriculum’
Joint Information Systems Committee
The call is for proposals to:
transform how they deliver and support learning
across a curriculum area
through the effective use of technology
in response to a particular challenge faced by the discipline(s), department(s) or institution(s) involved.
Joint Information Systems Committee
focus
purpose
means
scope
So you need to decide on your project’s:
transform how they deliver and support learning
across a curriculum area
through the effective use of technology
in response to a particular challenge faced by the discipline(s), department(s) or institution(s) involved.
Which curriculum delivery processes?
Across which curriculum area(s)?
Involving which technologies?
In response to which challenges/opportunities?
Joint Information Systems Committee
Background: what are the challenges facing curriculum delivery?
Leitch Review of Skills and Govt’s World Class Skills plan
Widening participation and learner diversity
New markets, including international students
Demand for work-based learning and CPD
Demand for specific skills e.g. digital literacies, enterprise
Demand for new modes of delivery including blended, multi-site, on-demand
“New curriculum models are emerging which require new kinds of learner support, guidance, goal-setting and feedback … which recognise external stakeholders as key supporters of the learning process, and which assume different kinds of collaboration among learners who may rarely or never be co-located.”
Joint Information Systems Committee
Background: from embedding to enhancement
Tutors have tools for course design… access to information about the materials available, and support to adopt/adapt/improve them. HEFCE e-learning strategy (2005): key measure of success
We want to support you in enhancing the learning experience for students and the teaching experience of staff by building the capacity and capability of your institution to a point where informed use and application of technology to provide a high quality experience has become the norm. Enhancing Learning and Teaching through Technology: a Strategy for Higher Education in Wales (HEFCW 2007)
‘Embedding learning
technology into the curriculum’
‘Enhancing capacity and capability’
It was suggested [as an outcomeof Benchmarking] that the term
e-learning is no longer helpful in the wider context of technology-enabled
learning, teaching and assessment.
Glenaffric Ltd, Benchmarking Phase 2 report
Joint Information Systems Committee
Background: previous and current work
Transforming learning and teaching practice
Transforming technologies
Transforming institutional systems and strategies
Joint Information Systems Committee
Transforming learning and teaching practice…
…might be expressed in terms of:
evidence-supported practice, research-led teaching, active learning, student-centred learning, inquiry-based learning, problem-based learning, retention and progression, enhancing the learning experience, personalised learning…
other specific challenges, issues or ambitions for your curriculum area
Joint Information Systems Committee
Example: JISC e-pedagogy programme
Source: Oxford Brookes Pathfinder Design Intensives
“ The focus here is on understanding learning activity, moving beyond an understanding of e-learning as simply providing content to thinking about technology as central to contemporary teaching and learning processes, and seeing e-learning as part of the range of resources available to the professional practitioner.”
Effective Practice with e-Learning (JISC 2005)
Joint Information Systems Committee
Example: REAP project
Assessment and feedback are critical drivers of student learning
Both deeply affect the quality of student-teacher interaction.
They are the main areas of dissatisfaction in the UK National Student Survey (NSS)
Assessment redesign with technology can result in improved learning, higher student satisfaction and more efficient use of staff time
A focus on the redesign of assessments can be transformative of the entire curriculum
Joint Information Systems Committee
Transforming technologies
Technologies for curriculum delivery might include:
virtual learning environments, personal learning environments, e-assessment systems, e-portfolios, mobile and wireless technologies, gaming environments…
new kinds of access to learning resources, multimedia, creativity tools, collaboration tools, web 2.0 tools and services…
Joined-up use of appropriate technologies to support curriculum goals, not new development
Joint Information Systems Committee
Examples:
See the briefing paper for examples of JISC development work in:
learning objects and learning object repositories
e-portfolios
e-assessment
e-administration
personal learning environments
technology-enhanced learning environments
Joint Information Systems Committee
Technologies themselves as challenges?
Learner-created content and learner-generated contexts The ‘web 2.0’ curriculum? Technologies for knowledge
building and sharing New ways of collaborating on curriculum delivery (multi-role
teams, multi-site programmes…) New ways of accessing learning (at work, at home, in the
community) New learning and teaching paradigms?
(immersive worlds, distributed knowledge) On-demand assessment Personalised learning environments
and personal devices
Joint Information Systems Committee
Transforming strategy and systems
Issues that might be addressed by projects could include:
support for part-time, international or work-based students
learners’ use of personal technologies and services
personalised assessment and/or feedback
transferable skills such as information and digital literacies
specific pedagogic approaches
flexible curricula to meet the needs of diverse learners
retention rates
multi-role delivery teams that may not be co-located
Joint Information Systems Committee
Example: SFC/JISC transformation projects (With focused effort and resource) it is possible to make
fundamental changes to institutional structures and strategies, academic frameworks and curriculum processes
Institutional transformation can be achieved through a focus on pedagogic principles – though these need to be very clearly articulated
ICT should support the delivery of powerful, research-based teaching and learning ideas, translated into clearly defined principles for implementation
Application of principles should be tailored to disciplinary and institutional contexts
Assessment and feedback are powerful drivers of change
21/04/23 | XCRI Briefing | Slide 19
Joint Information Systems Committee
Example: ‘Tangible Benefits of e-Learning’ A review of 37 JISC-funded projects found that, used strategically,
e-learning can offer tangible benefits to institutions: Cost savings and resource efficiency: e.g. e-assessment meant marks
for a cohort of 30 could be recorded in 2s rather than 10hrs.
Student achievement: e.g. findings of 10% improvement in student pass rates on implementing appropriate e-learning approaches.
Recruitment and retention: e.g. evidence of attrition rates during first year being lowered with use of e-portfolios
Skills and employability: virtual case studies and opportunities to keep in contact with tutors while on placement are valued by students
Widening participation: many examples of learners accessing educational opportunities through ICT who would otherwise lack the ability to participate.
Special needs: offering courses in a variety of modes allows better support to students with specific needs, currently under-represented in UK HE (untapped market could be worth £796m)
Joint Information Systems Committee
The call is for proposals to:
transform how they deliver and support learning
across a curriculum area
through the effective use of technology
in response to a particular challenge faced by the discipline(s), department(s) or institution(s) involved.
Projects should seek to explore how technology can enhance all aspects of curriculum delivery, support and assessment in a joined-up way.
Joint Information Systems Committee
Curriculum Delivery
Joint Information Systems Committee
Joint Information Systems Committee
Strategic challenges The Leitch agenda
pressure to deliver work-based learning and high level skills for work
Widening participation more relevant, more accessible curricula
Recruitment and retention
External stakeholders (professional, subject-based, employer, community) requiring new kinds of graduates
requiring new skills e.g. digital literacies, distributed team working
requiring constant updating of skills
Joint Information Systems Committee
Strategic challenges Internationalisation
standardisation agenda: course description, credit transfer (Bolgona) competition
need to share resources more effectively within UK HE
Rising unit costs need for efficiencies in core business processes
New markets foundation degrees, work-based learners, international learners
Learner-defined curricula rise in learner-owned technologies, learner-created content
Educational change towards flexible, learner-defined or enquiry-based curricula
Joint Information Systems Committee
Opportunities to improve process
Improved information flow
Linking the design process with quality exemplars and curriculum resources
Opportunities to share costs/resources e.g. delivering curricula in parallel across different institutions or campuses
Technology-enhanced learning environments to support flexible curriculum delivery and so enable more open curriculum design
Bite-sized, modular curricula based around key competences for employment (perhaps working with sector skills councils??)
Flexible assessment practices and technologies e.g e-portfolios, as standard
Support for decision making in the curriculum design process, eg process based or pedagogy based planning tools (Phoebe, LPP)
Accessible learning design tools interoperable with high-level planning tools (e.g. LAMS, SLeD, ReCourse)
All wd also require investments in staff skills across all roles involved
Joint Information Systems Committee
Background: evidence of the need for change
In too many cases, teaching staff did not appreciate the potential of ICT to change the ways in which they promoted effective learning through classroom activities. Improving Scottish Education: ICT in learning and teaching
‘Need to move staff beyond sticking Word docs on the VLE’
‘Need for more awareness of the underlying pedagogy’ ‘There is often little support within institutions to
fundamentally change learning and teaching’‘Ensuring the right tools are used for the learning context’JISC e-learning programme community consultation, Alt-C 2007
Joint Information Systems Committee
The vision for learning and teaching practice Curriculum delivery practices are efficient and flexible to meet a diversity of
learners’ needs
Learners have access to curriculum resources… in ways that allow them to fit learning into their lives
Staff have access to information about learners’ individual requirements, a range of technologies and services… and support for different pedagogic approaches
Learners have access to appropriate tools to support them in researching information, discussing, constructing and testing knowledge and building skills.
Learners are supported in developing the skills and attributes necessary to become effective, reflective and self-aware lifelong learners
Learners have access to diagnostic and formative as well as summative assessments
The monitoring of progress and provision of appropriately timed feedback meets the needs of learners and staff…
Stakeholders, including employers, are provided with suitable measures of achievement.
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