Curriculum by Design

Professor Marnie Hughes-WarringtonAko Victoria

19 February 2010

External Drivers

- John Key’s speech 10 February:

- Attrition rates- Program quality- Employability of

graduates- School sector:

standards agenda

- National degree registration process finalised by NZQA

• Revision of the Australian Qualifications Framework

• Change in student funding model

• National standards project and new standards agency

• ESOS registration

Internal Drivers / Discipline Drivers

• We haven’t studied this yet

First RankingsALTC, N=1455

Presence of the Past, N=900

Internal Drivers

• The first year experience and retention• The bounds of choice• Space constraints and space planning• Vision?

n= 101141, 29 institutions

Online Learning

No one knows my name…

I don’t know my tutor’s name…

How do we design curriculum?

• ‘Design’ is the key point– Framing/vision, critical friends

– ‘pruning and planting’

• Framing is both about content and about the ways in which we teach

Speaking via curriculum

Statements of Educational Strength and Priority• In studio, a student creates a work, usually in a room with

many other students. Some studios involve intensive intervention by staff while others tend to defer feedback till a designated phase of critical review. The artistic input of the student is integral to the learning process. In studios, the students are not passive recipients of knowledge projected by an authority; instead, they exercise their faculties of making in order to learn.

• Interprofessional learning, simulation, virtual environments