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Curriculum Design and Creativity & Innovation
Hospitality and Tourism Management Workshop
Roisín Curran, Alan Masson and Catherine O’DonnellViewpoints Workshop (10.00 – 11.30am)
1st September 2010
Session Outline
1. Introduce Viewpoints and the workshop format (5 minutes)
2. Group work tasks (1 hour, 15 minutes)
3. Examples of workshop outputs, photos and findings and next steps ( 5 minutes)
4. Conclusions and questions ( 5 minutes)
Viewpoints Overview
Viewpoints has a remit to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance effective curriculum design.
The tools will help staff consider areas such as:-assessment and feedback, -information skills, -student interactions and -creativity and innovation
while considering the learner perspective.
Creativity in the curriculum
Creativity might be described as the ability to see things in a new way, addressing issues and problems with exciting, novel solutions.
It suggests approaches to learning that embrace elements such as flexibility, multi and inter-disciplinarity, collaborative learning, entrepreneurship, and risk-taking or experimentation.
Inevitably, creativity reaches beyond the boundaries of individual disciplines and encourages a focus on issue- and project-driven learning.
…linking to revalidation Is there evidence of creativity and innovation in curriculum
design and delivery?• This should take account, as appropriate, of course,
school, faculty, University and national initiatives. Consider engagement with the University’s Centre for Higher Education Practice, the Higher Education Academy, Centres for Excellence in Learning and Teaching.
• Consider the Key Supporting Objectives under Strategic Aim 3 of the University’s Teaching and Learning Strategy, and the associated action plans.
Today’s Workshop
An activity-based workshop that aims to encourage reflection and creativity in curriculum design
Uses large laminated worksheets (with a student timeline) and best practice cards as prompts.
You will work together in groups to plan how to address your objective(s).
You will produce visual output.
Group work tasks
You will work in groups
Each group will: • Be given a worksheet, prompts, markers etc.
• Be given tasks to complete.
• Have the opportunity to feed back ideas and share output experiences at the end.
Task 1 – Consider your challenges at course level (10 minutes) Spend about 5 minutes discussing/brainstorming
o What are your challenges?o Do you need to redesign anything, e.g. assessment and
feedback, information skills etc.?o How would/could you redesign aspects?
You might find the course level worksheet and course level cards useful to aid your discussion.
Make Notes using post-its and share key points with the other groups via course level sheet or flip chart (5 minutes).
Task 2 – Record module level objective(s) (5 minutes)
Please take a moment to organise into small groups (if possible one for each module you wish to consider).
Decide whether you want to consider Information Skills or Assessment and Feedback at module level. For each module record your key objective(s) in the box at the top of the worksheet.
E.g. improve student engagement, work with library to improve information skills OR introduce effective peer-feedback.
Task 3 – Choose cards (5 minutes)
For now look only at the front of the ‘Assessment and feedback’ or ‘Information Skills’ cards (whichever you have chosen to work with) and choose ones that might help you address your chosen objective(s).
Task 4 – Map principles to worksheet (5 minutes)
Place the cards on the timeline, where relevant, considering the student perspective.
Note: you can place them in more than one place on the timeline.
Task 5 – Select implementation ideas (20 minutes) Turn over the most important card(s) and tick any ideas that might help your
group address your objective(s). Rank the most important card(s) using the ‘rating’ box or rate individual
ideas in order of priority.
Task 6 - Tailoring a solution (5 minutes)
Discuss how your selected ideas could be used in practice to address your objective(s)
As a group write a brief plan and make notes on the worksheet using post-its or markers in the ‘your plan’ area.
Task 7 - Action points, reflections (5 minutes)
Discuss how your plans could be brought together in teaching practice.
Make notes about overall action points and reflections in the bottom box.
Task 8 - sharing plans (15 minutes)
One or two members from each group briefly feed back your progress.
Share the key featuresof your group output.
(Approx 5 minutes for each group)
Task 10 – Revisit course level worksheet (5 minutes)
Revisit the course level worksheet. Check if anything needs adjusted or actioned
course wise. Make some brief notes on worksheet.
Some examples of workshop outputs, photos and findings
Group 1
Scenario: Improve dissertation standards
Why: To bridge gap between module-based assignments and independent research.
Group 2
Scenario: Improve feedback methods
Why: Students fail to engage with written assessment feedback.
Group 3
Scenario: Effective use of an ePortfolio
Why: Course up for revalidation – artefacts could be useful beyond the module.
Group 4
Scenario: ‘Reflect on Me’
Why: To allow students to develop skills and share these across modules.
Group 5
Scenario: Improve student engagement
Why: Course up for revalidation – going to be using a blended approach (combination of block face-to-face teaching and online learning).
Group 6
Scenario: Student Assessment handbook
Why: To help 1st year students initially in their transition to higher education.
Group 7
Scenario: Enhance CAD feedback
Why: Enhance A&F to measuring student ability to analyse and manipulate drawings and make constructive comments about example drawings.
Captured Process
A&F sessions R&R residential
Example A&F output
Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning’ session with their lecturer.
Information skills outputs
The library team looking at SCONUL Pillar 6 (Use and Share Information).
Course Level
Course View workshop Images
Some Quotes
From participants:“Thought provoking.”“Good to see the plan in front of you.” “Short sessions exploring ideas - very useful.”“Enjoyed it – not too time-consuming and time used very well.”
From external residential facilitator:“Broader range of designs - not just focused on learning objects.”
Next steps
• Refine the workshop format based on feedback• Develop the online version of the tools• Promote and disseminate both versions• Build up examples / case studies
Conclusions and any questions?
Anything you wish to ask us?
Further information
Project blog: http://viewpoints.ulster.ac.uk
CIES R&R Programme: http://www.cetl.ulster.ac.uk/elearning/rrs/
RLO CETL: http://www.rlo-cetl.ac.uk
Dr Alan Masson, Project Director - [email protected]
Catherine O’Donnell, Academic E-Learning Consultant - [email protected]
Jill Harrison, Instructional Technologist – [email protected] Virapen, Instructional Technologist – [email protected]
