Pg cert lthe curriculum design and ethical processes

Postgraduate Certificate in Learning and Teaching

Curriculum Design and Ethical Approaches

Martyn Stewart

15th February 2012

Session outcomes:

1. Evaluate the relationships between course elements in module design

2. Apply ethical reasoning approaches to project design

Session plan:

0930 – 1030 Module sequencing1030 – 1045 Break1045 – 1100 Project overview: write down any questions you have1100 – 1200 Ethical exercise

7004PCLTHE Design for Learning in the Higher Education Context Assessment Point 1 Submission of a scheme of work associated with a module that you lead or teach on. Scheme of work submitted but not graded.Discuss the scheme of work with reference to the module proforma in your Peer Learning Group on 25th April 2012. Formative feedback provided. Discussion is ungraded. Assessment Point 2 Following completion of the above elements provide a critical evaluation of a piece of curriculum design justifying choices and decisions made. Formative and summative feedback provided. 3, 500 words

Assessment Point 2

Consideration of the context/subject/professional body Subject and other national benchmarks Consideration of the employability agenda, e.g. LJMU’s WoW Strategy Critique of models of curriculum design Appropriateness for student group Response to Peer Learning Group feedback and discussion Consideration of any alternatives in the light of critical scrutiny including a brief

self reflection on how this module changed your thinking/practice Programme values should underpin discussion

Gibbs, G. (2011) Dimensions of Quality

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By the end of this module the student should be able to...

LO1: Recognise the main forms of.....

LO2: Identify the main processes in....

LO3: Discuss the key controversies in....

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Revision quiz

Essay draws on content from lectures in weeks 1-5

Literature review expands on weeks 14, 16 & 17

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Technology applications

• ‘Clickers’ voting tool• Online quiz (diagnostic / revision)• Social: Wiki • Social: Discussion boards / blogs• Lecture slides (passive / incomplete)• Adaptive release• Time-limited resource

Formative assessment

• Formative task / project essay• Project feedback session• Formative online quiz• In-class ‘clickers’ quiz

Summative assessment

• Assessed practical / lab• Class test• In-class online test• Off-campus timed test• Technology task• Essay• Timed essay• Individual project• Practice (e.g. OSCE)• Group project / presentation• Reflective task• Self assessment• Timed essay• Artefact• Portfolio

Notional study: 240 hours; Contact on campus: 48 hours

On campusHow will contact time be distributed?

How will this impact on study behaviour over the year?

On-lineHow might online resources and tasks actively capture study time off-campus?

AssessmentHow do assessment tasks draw on course content?

Do assessment tasks encourage ‘surface’ or ‘deep’ learning?

Do assessment tasks align to learning outcomes?

Independent studyHow does sequencing of contact, technology and assessment increase and better distribute students’ independent study time?


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research project

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Ethical issues in

teaching-related research

Confidentiality & informed consent

What you must do if ethical issues arise:

• Ensure confidentiality

• Inform the participant, via an information sheet, of:• The purpose of the research

• The procedures and participant’s role

• The security of data collected and its subsequent use and how it will be destroyed (at the end of the project).

• Their right to withdraw at any time without prejudice to access of services to which they already being provided or may subsequently be provided

• To gain consent from the participant (verbally, if participant engagement is low level or written if deep level).

Analysis of subject’s thinking

Subject’sphysical

behaviours

What data is being studied?

Systems, policies &

documentation

Recorded data(student records,

server data)

How and where will findings be used?

Who is doing the research?

How considered is the research

design?

Ethical issues

When is a scenario an ethical issue?

WHAT is the data?

Is the research analysing a participant’s thinking?

Perceptions, attitudes, feelings, cognitive behaviour?

Direct: Questionnaires seeking student opinions; interviews

Indirect: Analysis of the product of thinking (eg assignments)

Focus of research is the PERSON or their thinking

Person needs to be informed that their internalised thoughts are being used as data and to give consent (Informed consent & Research Information Sheet)

WHAT is the data?

Is the research analysing a subject’s physical behaviours?

• e.g. Observations; experimental designs

Depends of level of observation, but usually focus of research is the PERSON or their thinking (Informed consent & Research Information Sheet)

Judgement needed to identify ethical problems & determine consent

Ethical issues with experimental designs in educational settings

WHAT is the data?

Is the research analysing recorded system or server data?

Focus on systems, not individuals or their thoughts

Anonymity is key (Data Protection Act)

Grey areas: correlations do connect data through individualidentifiable if represented graphically, not if numerially

Is the research analysing systems, policies & documentation?

Less about ethics, more about protocol / local politics

Depends on focus of study? • Discourse analysis of documentation ok• People’s perceptions of policy – focus is back on person.

Who is doing the research?

Is there a power relationship between researcher & subject?

Yes? Ensure ethical procedures have been followed & students informed that there work will not be prejudiced.

How well considered is the research design?Poor research design can lead to ethical issues• Leading, intrusive or insensitive questions?

How and where will findings be used?

Disseminated & used locally within LJMU?• applied research - part of teaching development process• internal dissemination - data used for enhancement purposes

External dissemination:• Formal research that needs to comply with ethical Code of Practice

& Data Protection Act (1998)