CBM project workshop

Curriculum Business Models

Arts workshop – January 20121

Martin Weller

Agenda• Overview (the official bit)• Tools• How might it work• Issues• Activity

What CBM is delivering

• Simple tools for articulating/visualising/sharing module designs

• Putting the learning journey at the heart of the design process

• Revealing the costs and performance outcomes of design decisions

• Introducing a common classification framework and terminology

• Introducing a consistent, structured design, specification and review process to support the new approvals process

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CBM and strategy

• PVC-LTQ expectations of CBM (use in CAUs/units):– use the CBM activity planner & module map to support student

learning focus for decision making & module design– Use performance view to inform quality assurance and

enhancement decisions– Use CBM data and planning to inform faculty planning and

resource allocation– Develop current CBM to apply at level of Qualifications

• Use it to define templates?• Use it to drive efficiency?

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Four key views

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Activity PlannerModule Map

Cost Effectiveness view Module Performance view

What inputs and outputswill be needed?

What will students do?Intentions

Pedagogy profile Module map

Module design process 1

Activity planner Module map

What are we assembling?How much will it cost?What options are there?

Module options guidance Module specificationCosting and modelling tool

Module design process 2

What did it cost?What did we produce?

……9 months later

Module specification Course performancesummary

How was study time spent? How did themodule perform?

Costing and modelling tool

Activity planner

Module review process

Available to other module teams through a CBM library

Exploring provision at different levels

What we can do with CBM

• Provide standard tools for supporting course design process

• Establish faculty norms/models in a consistent way• Share successful designs• Encourage new models

– more cost-effective– more flexible and sustainable– more interesting and engaging for students

• Articulate designs more clearly to students

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Activity Planner• What are we asking students to do• Pedagogy neutral• 6 categories:

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Assimilative e.g. Read, Watch, Listen, Think about, Access, Observe, Review, Study

Finding and handling information

e.g. List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather, Order, Classify, Select, Assess, Manipulate

Communication e.g. Communicate, Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, Question

Productive e.g. List, Create, Build, Make, Design, Construct, Contribute, Complete, Produce, Write, Draw, Refine, Compose, Synthesize, Remix

Experiential e.g. Practice, Apply, Mimic, Experience, Explore, Investigate, Perform, Engage

Interactive/ Adaptive e.g. Explore, Experiment, Trial, Improve, Model, Simulate

Assessment Include summative (graded) assessment only here e.g. Write, Present, Report, Demonstrate, Critique

Topic/ week/ session

Assimilative

Finding and handling

information

Communication

Productive Experiential

Interactive/ Adaptive

Assessment

17 1 2

26 1 1 2

34 1 5

47 1 2

57 1 2

67 1 2

77 1 2

87 1 2

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Module Map• Provides representation of the module • Move from the activity to the stuff• Further on, link to OU systems

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View 2 Module Map

Key words

Reflection and demonstration

Journal space in MyStuff6 TMAs – submitted online (50% of overall score)

Course summary Key words

60pt course over 32 weeks3 blocks/20 learning guidesWhole weeks devoted to TMAsConsolidation week (week 22)

Practice related; Aligned to latest professional framework for mult-agency working; Rich case studies; Read – relate to practice – reflect – write.

Content and experience Communication and collaboration

3 co-published course books (21 chapters/ 960pp)DVD – videos of 3 practice settings + interviews (XXmin)Core questions, thinking points and summaries in course books

Plus own experience and practice

F2F tutorials near beginning, middle and end of course (some regional variation)

PDF resourcesLinks to e-journal articles and other websitesActivities throughout learning guides (4-7 per guide)5 website ‘interactives’

Course-wide Café forumTutor group forums with sub-forums for each block

Course Map View: KE312 Working Together for Children

Guidance and support

Course guideStudy calendar

Study planner20 Learning guidesGeneral assessment guidanceTMA questions

Tutor support – 1:20; 21 contact hrs; band 7

Student activities

Content and experience

Guidance and support

Communication and collaboration

Reflection and demonstration

Module mapexample

Module mapcategoriesandelements

Digital Scholarship – the module!

• Boyer• Power of networks• Open Education• Changes in research• Data visualisation• Other sectors• Significant technology• Barriers• Implications

We’re all researchers now?• As content becomes adundant focus is less on

providing it than on creating a framework to make sense of it

• Leads to research-based pedagogy?

Assim Info handling

Comms Exper Adaptive Prod

Boyer OER repositories

Implications debate

Collect & visualise data in organisation

Data visualisation

Slidecast on Barriers

Researchers use of tech

Sharing resources on tech

Technology in use

Video on other sectors

Open education

Library research on use of tech

Use diff Networks

20% 25% 5% 25% 5% 20%

Guidance & Support

Content & experience

Reflection & demonstration

Communication & collaboration

Open access Book

Reading list

Weekly overviews

VLE study guide/calendar

3rd party tools & advice

Video

Slidecast

Discursive assignment

Use of social tools

Data visualisation

Tutor activity

Content based• Use of 3rd party content• Quick production

Assim Info handling

Comms Exper Adaptive Prod

Boyer/Scholarship

Reading list resources on Open Ed

Wiki on barriers

Research methods

Data visualisation

Essay on networks

Implications Research other sectors

Technology overview

40% 20% 10% 10% 10% 10%

Guidance & Support

Content & experience

Reflection & demonstration

Communication & collaboration

Open access Book

Reading list

Weekly overviews

VLE study guide/calendar

3rd party tools & advice

Essay

Wiki

Course forums

Data visualisation

Media collection

Essays & blogs

Activity based• Peer to peer activity• Tutor led activity• Small amount of content

Assim Info handling

Comms Exper Adaptive Prod

Boyer/Scholarship

Find reliable sources in tech/networks/data

Comment on blogs

Research promotion practices

Data visualisation

3 types of media on research methods

Research other sectors

Blog journal on tech

Produce OER

Group activity on other sectors

15% 20% 30% 10% 5% 20%

Guidance & Support

Content & experience

Reflection & demonstration

Communication & collaboration

Open access chapter

Weekly overviews

VLE study guide/calendar

3rd party tools & advice

Blog

Group activity

Course forums

Data visualisation

Library research advice

OER

Media outputs

Blog commenting

Some thoughts• Good way to form a common early rep• Diff ways of representing same content• Categorisation encourages variety• Categories can be bit blurred• Role of assessment?

Issues• Categories• Variability• Implication that assimilative is ‘wrong’• Level of detail and moment of implementation• Being told what to do• Capturing the narrative/journey

Further development• Nice paper version• Guidance• Excel• Online interactive version with database• IET liaison• Work with other projects

AA308• Looking at online material• Quickish view, may miss some subtlety• Raised some questions which might be useful for new

course team

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Some questions to consider1. What are the dis/advantages for the student of engaging with the

optional components of the module?

2. Is it ok for students to be able to complete this level 3 module without engaging in dialogue with anyone else about their learning?

3. Students are asked key questions to help them internalise the concepts but are immediately followed by the answer.

4. What do the module team see as the pedagogical purpose of the forums?

5. Information literacy skills may not meet level 3 (see http://library.open.ac.uk/ILLFramework/level3.html). Is this important to the module team ?

6. Would a more varied activity profile be desirable? 33

Activity• In groups of 4• 10 pt General Digital skills for English/Philosophy

students course (10 wks)

1.Determine key topics (10 mins)

2.Use activity planner to sketch out activity (10-20 mins)

3.Use Module Map to create representation (10-20 mins)

4.Feedback & discussion (20 mins)