Curriculum workshop on line version 2011

c.marcangelo CDEPP CD.olv/feb11 1

Theoretical models and practical applications

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This presentation guides you through a critical exploration of

› Principles within curriculum design

› Using curriculum frameworks› Practical issues in planning

learning, teaching and assessment


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Think of a course or programme you are familiar with

Present it as a ‘mind map’ to give an overview of› the different modules at each level (4, 5 & 6)› links that cross the levels, for example

discipline themes, topic threads, skills extension and competence-building

› assessment methods Identify your overarching philosophy that

underpins the design


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curricula reflect ideological influences and philosophical approaches to knowledge, to teaching & learning, and to the student

and to what is “higher education” It is argued that we are moving to

‘performativity’ in terms of curriculum focus and that academic knowledge is changing from ‘is it true’ to ‘what use is it’, and how can we measure it. Barnett & Coate (2005)


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Activity 2consider1. how you would define the term

curriculum in your own context, and write a brief definition down

2. What underpinning philosophies and values influence the courses/programmes you are currently involved in teaching


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Fraser and Bosanquet (2006) found 4 distinct categories of descriptions of the curriculum:

A - the structure and content of a unitB – the structure and content of a

programme of studyC – the students’ experience of learningD – a dynamic and interactive process

of teaching and learning


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Fraser and Bosanquet (2006) link these findings to Habermas’s 3 fundamental human interests:› Technical interest A&B – relates to subject

knowledge› Practical (communicative) interest C – relates to

learning that results from reflection and making meaning of the subject matter to enable appropriate action

› Emancipatory interest D – learners are active creators of knowledge, with content negotiated


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identify which of these knowledge-constitutive interests relates to the curriculum you mapped at the start of the session

Put notes onto your map in a different colour that indicate where the technical, practical and emancipatory interests feature, and in what proportion


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Barnett & Coates (2005) in their recent research into the changing HE curricula formulate a general schema made up of 3 elements: Knowledge, Action & Self

They argue that the philosophical position of the different disciplines is recognisable in the dominance and interaction of these three elements.


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ACTION SELF

KNOWLEDGE

S


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all those aspects of teaching and learning required for discipline specific competency

The competencies

acquired through doing

The development of an educational

identity e.g.. reflective

practitioner, critical evaluator

General Curriculum Schema

identify which of these three schematic elements relates to the curriculum you mapped at the start of the session

Again – Put notes onto this in a different colour/font that indicate where development of Knowledge, Skill and Self occur in the programme


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CDLT c.marcangelo Feb09 12

Knowledge

ActionSelf

Science and Technology Schema


Arts and Humanities Schema


Knowledge

Action Self


Professional Subjects Schema


Knowledge

ActionSelf

Activity 5Spend a few minutes to summarise your

thinking about How these two different models align

with your experiences of curricula that you are/have been involved with teaching and learning?

What are the connections with Anderson & Krathwohl’s (2001)taxonomy dimensions


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What factors will influence/direct curriculum design and delivery?

How will these articulate with the theoretical models?

First on a micro level – your own teaching ….


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Process Focus: Communication Skills Presenting Listening Responding QuestioningPersonal DevelopmentReflective PracticeGroup workingCollaboration & learning

from others(From: Exley & Dennick

(2004)Small Group Teaching Routledge)

Content Focus:Deep learning• Applying concepts• Evaluating evidence• Analysing/ synthesizing• Creating Using the language of the

disciplineMaking an argumentDefending a viewpointClarifying and

understandingExploring the ‘rules’ of the

discipline

Learning in the workplace or practice setting:› Draw learning out through reflection on

seemingly random events› Identify themes of learning› Relate to skills/knowledge frameworks› Use formative processes and action

planning Manage a coherent learning process

even when not in control of the overall module or programme


Learning in lectures and seminars:› Present ideas in a structured manner› Make links to prior knowledge, module

learning outcomes, assessment activities and programme themes

› Use a range of different examples› Include short focused activities to activate

understanding, introduce higher level thinking skills and vary pace

› Limit ‘input’ time to 10 minute burstsc.marcangelo CDEPP CD.olv/feb11 19

DESIGN IN › Constructive alignment› Well structured knowledge-base› A high degree of meaningful and coherent

activity that develops critical thinking› Emphasis on depth of learning (principles)

rather than breadth of coverage› Interaction with others (collaboration)› Choice that facilitates pursuing personal

interests and enables INCLUSIVITY


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DESIGN OUT surface learning conditions i.e.› High class contact using didactic

approaches, excessive course materials; isolated information –giving

› Expectations of student learning potential too low or too high

› Lack of choice in learning › Negative or cynical perspectives› Assessment that tests and rewards low-

level outcomesc.marcangelo CDEPP CD.olv/feb11 21

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attractiveness/marketability – is it viable? diversity, inclusivity and accessibility; Widening

participation and flexibility; employability links teaching-learning-assessment philosophies and

values; strategies, methods content – knowledge, skills, levels of learning,

and ways of knowing; threshold and troublesome knowledge

delivery strategies –when and where to learn i.e. F2F, specialist placement, FDL & e-learning


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Quality Assurance Agency for HE (QAA) http://www.qaa.ac.uk/ for academic standards and subject benchmarks

University - threshold criteria for validation

Faculty Portfolio Professional Bodies Employers Potential students


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Balancing a range of methods for learning, teaching and assessment across the whole course

Appropriate to levels of study Developmental approach to

knowledge, skills and understanding Support for course development –

course developers guide & CDEPP http://www.cumbria.ac.uk/Services/AdminServices/AcademicOffice/Course%20Developers.aspx


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Activity 6. In summary, reflect on the issues in this

presentation and how they relate to› Your current practice› The practice you observe in peer reviews› Writing for your module assignments

What actions will you take as a result of considering these curriculum design issues?


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Barnett R., Parry G., & Coates K. (2001) Conceptualising Curriculum Change. Teaching in Higher Education, Vol. 6, 4 , 435-449

Barnet R & Coate K (2005) Engaging the Curriculum in Higher education. Maidenhead, Open University PressCarnell E (2007) Conceptions of teaching in Higher education: extending the boundaries. Teaching in Higher

Education Vol.12, 1, 25-40Donnelly R (2004) Fostering of creativity within an imaginative curriculum in higher education. The Curriculum

Journal Vol. 15, 2, 155-166Fraser SP., & Bosanquet AM., (2006) The Curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education

Vo 31, 3, 269-284Hussey T., & Smith P. (2008) Learning Outcomes: a conceptual analysis. Teaching in Higher education Vol.13, 1, 107-

115Light G. & Cox R (2001) Learning & Teaching in Higher Education – the reflective professional: London, Paul

Chapman Publishing.Kemmis S. & Fitzclarencwe L (1986) Curriculum Theorizing: beyond reproduction theory. Waurn Ponds, Deakin

University Margolis E. (ed) 2001 The Hidden Curriculum in Higher Education: London, Routledge [e-book available through UoC

libraryPithers RT., & Soden R. (2000) Critical thinking in education: a review. Educational Research Vol. 42, 3, 237-249Pratt D., Boll S., Collins JB. (2007) Towards a plurality of perspectives for nurse educators. Nursing Philosophy vol. 8

49-59Taylor R (2005) Creating a connection: tackling student attrition through curriculum development. Journal of Further

and Higher Education Vol. 29, 4, 367-374Toohey S. (1999) Designing Courses for Higher Education: Milton Keynes, SRHE & OUPUniveristy of Cumbria Course Developers Guide

http://www.cumbria.ac.uk/Services/AdminServices/AcademicOffice/Enhancement/CourseDevelopers/course%20developer.aspx


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