Course Level Revalidation workshop, School of Computing and Mathematics, 20/06/11

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Viewpoints workshop: School of Computing and Mathematics 

Facilitators: Catherine O’Donnell and Dr Vilinda Ross

With contributions from: Dr Alan Masson, Karen Virapen and Jill Harrison.

20th June 2011

Session Outline

o An Introduction to Viewpoints.

o Viewpoints workshop tasks.

o Brief sharing of plans.

A short video introduction on YouTube: http://www.youtube.com/watch?v=Ux0Bv7fRrQI

An Introduction to Viewpoints Viewpoints is a JISC funded curriculum

design project. It has a remit to create a series of

reflective tools to promote & enhance effective curriculum design.

The tools use a learner timeline with established principles to help staff consider areas such as:- assessment and feedback,- information skills,- learner engagement and - creativity and innovation while considering the learner perspective.

Viewpoints Introduction

• 3 part framework• Workshop purpose• Benefits for

- Curriculum Development

- Course teams- Students

• 4 themes, 2 views

Assessment and Feedback PrinciplesREAP (http://www.reap.ac.uk/)

1. Clarify good performance.

2. Encourage time and effort on task.

3. Deliver high quality feedback.

4. Provide opportunities to act on feedback.

5. Encourage interaction and dialogue.

6. Develop self-assessment and reflection.

7. Give assessment choice.

8. Encourage positive motivational beliefs.

9. Inform and shape your teaching.

*Implementation ideas for each principle on back of cards.

Learner Engagement PrinciplesThe principles of learner engagement are based upon the  8 Learning Events Model developed by LabSET, University of Liège, Belgium. 

1. Receive.

2. Create.

3. Debate.

4. Explore.

5. Imitate.

6. Experiment.

7. Practice.

8. Meta-Learn.

*Implementation ideas for each principle on back of cards.

http://www.flickr.com/photos/viewpointsproject/

Information Skills PrinciplesSCONUL 7 Pillars (http://www.sconul.ac.uk)

1. Define the task and understand the topic.

2. Identify appropriate resources.

3. Search effectively.

4. Find and extract information.

5. Compare and analyse information.

6. Organise and share information ethically.

7. Interpret information and create new content.

*Implementation ideas for each principle on back of cards.

Creativity and Innovation PrinciplesCHEP creativity working group

(http://www.ulster.ac.uk/centrehep/creativity_curriculum.html )

1. Collaborative learning.

2. ‘Open-box’ modules.

3. Negotiation.

4. ‘Real-life’ learning situations.

5. Novel approaches to learning.

6. Assessment that focuses on process.

7. Use of debates.

8. Beyond the discipline.

9. Enquiry-based learning.

*Implementation ideas for each principle on back of card have still to be added.

CourseLevel Perspective

Supports those who wish to look at Course View.

Some Course Level Worksheet Examples

ModuleLevel Perspective

Supports those who wish to look at Module View.

A Module Level Worksheet Example

These can be orderly or messy – it’s up to the team.

Users/teams define the outputs

Workshop Tasks An opportunity for you to use some of the Viewpoints resources.

Task 1: Agree your objective (5 minutes) Consider your ‘objective’ and record details in space on the

worksheet.- E.g. Retention, Graduate Qualities, Employability,

Entrepreneurship, Study Skills, Assessment and Feedback, Currency of the Curriculum, Year 1 Transition.

Decide/agree which theme you would prefer to use as you consider this objective.- Choose 1: learner engagement, assessment and feedback,

information skills or creativity and innovation.

- You might find it useful to make notes on the worksheet using markers or post-its as you go along.

Task 2 – Select principles (5 minutes)

Spend about 5 minutes exploring the principles provided (front of cards) and choose any that may help address your objective.

Task 3 – Map principles to student learning timeline (10 minutes)

Place the cards on the student timeline, where you think relevant, considering your objective(s) and the student perspective.

Note: you can place the same cards in more than one place on the timeline.

Task 4 – Select implementation ideas (20 minutes)

Turn over the most important card(s) and select ideas that could help your group achieve your objective.

Discuss how your ideas could be used in practice. Make notes using post-its or markers on the worksheet. Note any overall action points and reflections.

Task 5 – Decide what you would like to share

One or two members from each group will be asked shortly to briefly feed back progress and key features of your group output.

Spend a few minutes now deciding what your group would like to share. Each group will have a minute or two to share.

Before we discuss/share some of our findings we would appreciate it if you

could spend a few minutes completing a short evaluation questionnaire.

Task 6 – Share your plans

One or two members from each group should briefly feed back progress and key features of your group work.

Some benefits we have observed from workshops to date

The Viewpoints Workshop Environment Informal room layout sets tone for

activity; Flat surface – people cluster around

worksheet; Tactile resources – encourage

experimentation / enquiry; Open and flexible format – facilitates

“ownership”; Customisable resources and “user

interface” – promotes creativity; Storyboard structure – focus on low

risk conversations.

User outputs (valued by teams) Form basis of an Assessment

& Feedback (or other theme) strategy.

Provide reference for future course team discussions (planning resource).

Key information currently transcribed into table (Word or other format).

Note: online tool to be developed to capture structured outputs.

Building effective teams

This can be done in a shorter period of time through:

- Informal environment.- Establishing shared

meanings and priorities.- Facilitating discussions

and the sharing of ideas.- Consensus building.- Collaborative

development of the workshop output.

Shared meanings and priorities

Interactive and engaging

Facilitated discussions

Informative and supporting

Conclusions By now you should:

o Be aware of the Viewpoints project.

o Have seen some resources and also examples of staff using Viewpoints resources and prompts.

o Have had an opportunity to use some of the resources while considering your objectives.

Any Questions?

Further information

Viewpoints project blog: http://viewpoints.ulster.ac.uk

Dr Alan Masson, Project Director - aj.masson@ulster.ac.uk

Catherine O’Donnell, Academic E-Learning Consultant - c.odonnell@ulster.ac.uk

Karen Virapen, Instructional Technologist - k.virapen@ulster.ac.uk

Jill Harrison, Instructional Technologist - ja.harrison@ulster.ac.uk

Dr Vilinda Ross, Research Fellow - v.ross@ulster.ac.uk