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Developing a responsive curriculum Professor Freda Tallantyre Senior Associate Higher Education Academy Manchester Metropolitan University November 5 th 2009

Developing a responsive curriculum

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Developing a responsive curriculum. Professor Freda Tallantyre Senior Associate Higher Education Academy Manchester Metropolitan University November 5 th 2009. What is driving the agenda?. Global economic integration : competition from e.g. China, India - PowerPoint PPT Presentation

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Page 1: Developing a responsive curriculum

Developing a responsive curriculum

Professor Freda TallantyreSenior AssociateHigher Education AcademyManchester Metropolitan UniversityNovember 5th 2009

Page 2: Developing a responsive curriculum

What is driving the agenda?

Global economic integration : competition from e.g. China, India

Raising UK productivity and competitiveness to create a sustainable economy by 2020

Rapid demographic change-16.2% 18 yr olds across UK by 2020

Impact of recession

Page 3: Developing a responsive curriculum

Some implications of recession

• Graduate destinations eroded and placements impacted

• Training budgets reduced

• Traditional professions hit e.g. financial services

• Unemployment increases and needs to retrain

• Value businesses prosper

• Export increases

• Companies need support to reorient and upskill

• HE Participation rates increase

Page 4: Developing a responsive curriculum

Motivation for employees and employers

Validate and formalise experience

Open up opportunities for progression

Develop specialist knowledge/expertise

Develop practical skills for performance

Recruit staff who can hit the ground running

Develop existing staff knowledge, skills, expertise

Support staff retention

Extend in-house training

Invest in biggest asset

Page 5: Developing a responsive curriculum

Employee and employer wants

Flexibility of content and pace

Credit accumulation

Convenient location

Relevance to work

Compatible learning style

Reasonable cost

Fit with work schedule

Minimal release

Influence workplace change

Link theory and practice

Page 6: Developing a responsive curriculum

Lifelong learning

“Lifelong learning, by contrast, connotes a world of active learners constructing their own knowledge, and seeking out learning resources as and when they need them, in response to the changing circumstances of life and work.”

Ben Knights

Director: English Subject Centre

Higher Education Academy

Academy Exchange, Issue 6, Summer 07, p3

Page 7: Developing a responsive curriculum

Lifelong learning curriculum

“The development of a lifelong learning curriculum in higher education might possibly lead to a reconfiguration of the map of academic knowledge, and a change to the dominance of the academic discipline.”

Professor John Annette

Pro-Vice Master

Birkbeck College, University of London

Academy Exchange, Issue 6, Summer 07, p19

Page 8: Developing a responsive curriculum

Characteristics of WBL

Task-related

Performance based or issue led

Innovative

Strategic and just in time

Autonomously managed and self-regulated

Self motivated

Team based

Concerned with enhancing performance

Concerned with improving business

Learndirect

Page 9: Developing a responsive curriculum

Provider identifies needs Employers and learners identify needs

Develops generic knowledge and skills Develops applied knowledge and skills

Creates new knowledge Transfers existing knowledge

Work relevant Work focused

Fixed schedule of delivery Flexible schedule of delivery

Learning away from the work place Learning in the work place

Support is programme centred Support is learner centred

Learner support provided by provider Learner support is provided by the employer

Wholly recognised by professional body May not be recognised by professional body

Assessment focuses on knowledge Assessment focuses on knowledge and skills

Provider undertakes assessment Employer and/or learner contributes to assessment

Wholly accredited by provider May not be accredited

Evaluate quality of learning experience Evaluate impact on learner development and organisation

Page 10: Developing a responsive curriculum

Web 2 possibilities

Constructivist approach : learning effective when active, by doing, undertaken in a community and focussed on the learner’s interests.

• Blogs : closed to tutor and student or open to peers

• Wikis : content creation by groups of students

• Social bookmarking : expansion of initial reading lists, with scope for commentaries on texts

• Social networking : hosting discussion or project groups and answering queries

• Immersive technologies : role playing, especially in professional courses

Adapted from HE in a Web 2 World, Melville Report, May 09

Page 11: Developing a responsive curriculum

Case Study : Learning Through Work (Derby)

• Whole negotiated work-based learning programmes for individual employees or organisational cohorts

• Programmes aligned with QAA qualification descriptors, within a responsive regulatory framework

• Combines learner managed tasks with learner managed processes

• Socially situated individuals relate the learning which arises naturally from work to the requirements for academic awards

• Supported by national platform maintained by learndirect

• Commended by QAA and won THES award for innovation

Page 12: Developing a responsive curriculum

Case Study : Foundation degree frameworks

• RAF, Chester, Derby, OU and Staffordshire, ILM

• WBL integral and flexible learning styles

• Staff can continue studies if posted overseas

• Framework covers different career paths

• Achieve ILM Diploma as well as academic award

• Helps staff transfer into civilian life

Page 13: Developing a responsive curriculum

Case Study : Business facing universities

• Focus on “professional teaching, user-driven research and problem-solving with local and regional companies “ – Sainsbury report

• Hertfordshire operates county business link with 50k businesses

• Increase in applied research, pdp progs, student placements amd employability skills

• Innovation Centre supports student and staff enterprise

• Biopark supporting SMEs in bioscience and health technology, including 2 spin-outs from University. Staff and students engage in the businesses.

Page 14: Developing a responsive curriculum

Case Study : Employer Engagement

Surrey and Sussex SHA supported practice development facilitator roles

Innovative ways of delivering CPD in practice settingHonorary contracts with University of SurreyCombine strategic, clinical, interpersonal and educational functionsCritically evaluate practice to stimulate development and

sustainability of best practiceDevelop learning initiatives to meet service requirementsIntegrate policy aims with specific ward cultureDesign learning capable of university accreditationHigh learner satisfaction and positive impact on patient care

Page 15: Developing a responsive curriculum

Quality assurance adjustments

Partnerships : clear delineation roles and responsibilities; joint steering committees; support and training for mentors

Assessment : learner agreements; innovative forms; support for employer input; academic oversight

Negotiated learning : criteria for assessment include word count, effort, complexity, innovation, reflection.

Rapid response : frameworks for accelerated validation, proportionate attention for bitesize, short awards

Page 16: Developing a responsive curriculum

Benefits to employees

PersonalIncreased confidenceHigher aspirations/motivationRaised personal statusGreater self awarenessLearning to think and challenge

assumptionsUnderstanding of specific

issuesNew and enhanced skillsReflection on performance

Professional Improved performanceGreater responsibilityChanged jobs/promotionSalary increaseAble to see wider points of viewPositive change in ways of thinking

at workReduce stress and increase

contentmentAble to coach othersProfessional recognition and

membership

Page 17: Developing a responsive curriculum

Benefits to employers

Clearer direction of travel for organisationDevelop new/improved policies, standards, contractsImproved quality and service provisionIncreased innovationMore self sufficient employeesPositive attitudinal/behavioural changeExternal recognition and prestige