Curriculum design, implementation and assessment.

1. Curriculum design, implementation and assessment. Theme 4

3. Taking risks

4. Constructive alignment(complicated phrase for a simple idea) • Have you come across the term? • http://www.engsc.ac.uk/er/theory/constructive_alignment.asp • John Biggs (1999): Teaching for Quality Learning at University, (SRHE and Open University Press, Buckingham • John Biggs (2003): Aligning Teaching and Assessment to Curriculum Objectives, (Imaginative Curriculum Project, LTSN Generic Centre

5. activity • What do you think might be some of the pros and cons of constructive alignment?

6. Benefits? • Clarity ( is learning always about this?) • Objectives clear to students • appropriateness of assessment • learning drives assessment • encourages deep learning • good for corporate learning? • good for independent learning

7. Issues with constructive alignment • Not easy • http://www.phil-race.com/downloads.html (Understanding) • mechanistic? • Repetitive? • Ongoing process to perfect and adapt • Need to be able to adapt modules easily – curriculum development implications eg ICT in Teaching and Learning • Kills creativity/ diversity in learning and teaching? • OFSTED - school inspectors --- after spending the last five years getting teachers to teach to objectives –what was their big critique in the last report -- ???

8. Have a go - • Think of a module you teach/or would like to teach • aim? • Learning outcome? • LTA strategy? • http://www.leedsmet.ac.uk/the_news/change/documents/Version32AssesmentTeachingLearningStrategy1.pdf • LTA methods? • Assessment criteria? • Student support ?

9. Have you ever designed a module from scratch – what do you think is required to design quality modules? ?

10. What is the reality?

11. Constraints • Uni regulations • Faculty regulations • Regulations of associations/ bodies/ societies • Current departmental practice • Admin issues • Technology issues • Useful to externally examine/validate courses - lots of ideas

12. Implementation • theories • experience • realities • constraints • Variety of appropriate techniques and styles – add interactivity to facility deep learning

14. Assessment • Think of time – anytime -- from childhood onwards when someone made an assessment of you which had • A. a positive impact • B. a negative impact

15. Assessment and feedback(pros and cons) • Summative • Formative – assessment for learning • Ipsative • Diagnostic • Peer assessment • Self assessment

16. Feedback

17. Be sensitive

18. Can be hard to take

19. Will – early problems

20. Marco – consequences of poor assessment

21. Early formative assessment in yr 1

22. Accuracy at degree level • Thanks for mark of 81

23. Kill your prejudices - assessment at one level is not a predictor of future learning • Boyle, R D; Carter, J E; Clark, M A C. What makes them succeed? Entry, progression and graduation in Computer Science. Journal of Further and Higher Education, vol. 26, pp. 3-18. 2002.

24. Think of attainment levels not fixed ability • Think of Life-long learning not early labels • Move to individual assessment -personalised learning

25. Compare/ contrast Old /new student evaluations Staff evaluations/ peer observation Issues? When you do it ? How you do it? Get feedback when you can – but use it constructively don’t take it to heart Evaluation – who/how?

27. You feel as good as your last lesson/ evaluation

28. Issues in on-line learning Bridget Cooper

29. What sort of things do we mean when we talk about remote, e-learning?

30. What potential advantages might there be for students when using remote or on-line E-learning to students? What are the possible disadvantages to students?

31. What might the differences be in remote learning compared to face to face learning?

32. What are the advantages to tutors? What are the problems for tutors?

33. Ignore the hype!!!Evaluate

34. Gilly Salmon • http://www.atimod.com/index.shtml • http://www.atimod.com/research/publications.shtml

35. Many similarities to any teaching and learning – -many complex factors interrelating

37. Similarities • Quality of interaction is central • Needs to be positive - frequent • Emotions fairly central to experience • All groups different • All courses different • All tutors interact differently with students • Careful forethought about structure /materials helps process – doesn’t predict it however • Enthusiasm crucial • Experience naturally helpful

38. Learning theory still valid • However systems not necessarily designed to support process of learning – more for programmers edification • Designers frequently forget …..emotion and the part it plays in learning • Remember 93% non--verbal

39. Differences • Medium is different – new strange: threatening • You are at the mercy of the software and technicians – although you always were – ever arrived to find the door locked –the gate impenetrable? - that cold rejected feeling??

40. Its bloody cold out ‘ere mate

41. It blooming is too! He’s not wrong..

42. Fear of the new? • Doors/rooms are familiar – VLEs are not – • if you can’t get in you can’t learn – you need a learning space • some VLES try to make the connection between face to face and virtual learning

44. Differences between VLES can be superficial – or significant The interface is crucial - ease of use – vital = access – no barriers to learning for learners or tutors Needs to be designed for easy learning

45. Does it favour interaction or transmission? • Does it favour machines or humans?

46. webCT • first class • Boddington • OU interactive

49. Interactivity • http://www.open2.net/learning.html

50. Gilly’s five stage model • Stage 1 -- Individual access and the ability of participants to use CMC are essential prerequisites for conference participation • Stage two - involves individual participants establishing their online identities and then finding others with whom to interact. • Stage three - participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person’s goals. • Stage four - course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. • Stage five - participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.