Course Design Intensives

Editor's Notes

• #3: Principles: Working in extended teams Challenging curriculum assumptions Building and iteratively improving designs through peer review
• #4: Also for Leicester, Brighton, Robert Gordon, Coventry and Victoria University, Melbourne Over 400 staff have participated (around 200 at the time of the external evaluation)
• #5: Illuminative and interpretative evaluation i.e. drawing on data from those who did well in CDIs
• #7: Transformative course redesign is important because when there is a concerted effort to redesign the curriculum, rather than bolt on a technology-mediated activity, such innovations are more likely to be pedagogically appropriate, innovative and sustained (Twigg 2005). We wanted alternatives to rational approaches based on outcomes based design, constructive alignment. Because this doesn’t take into account what goes on for learners beyond the planned curriculum Carl Reidsema on transformational change How do we get designs that don’t replicate old pedagogies? (especially in relation to technology) Is there such a thing as 21st century pedagogy? Ron Barnett on flexible pedagogies
• #10: Although educational rationales and design tools are available, the reality of making the designs real within a course is a complex process
• #11: In an evaluation of the Course Design Intensives, which collated data from over five years of workshops with more than 200 participants, Dempster et al. (2012) found that participants valued the opportunity to re-examine their own pedagogy. This was facilitated by the facilitators’ knowledge of models combined with opportunities to debate these principles.   Other interventions are reporting similar findings. The Transforming and Enhancing the Student Experience Through Pedagogy (TESEP) project led by Napier University promoted a social constructivist pedagogy based on the notion of ‘learners in control’. The four TESEP Teaching Principles were shared widely and changes in teaching practices around them were negotiated by course teams and supported over an extended period (Smyth & Mainka 2009; Smyth 2007). While such principles might be simplistic versions of learning theories, it is important that they are still based on what is known from the research literature about how students learn. Nicol (2007) reports that ‘a key outcome of the REAP [Re-engineering Assessment Practices] project is the value of having robust formative assessment principles derived from the research when thinking about the design of assessment practices’ (Nicol 2007: 677).
• #12: In an evaluation of the Course Design Intensives, which collated data from over five years of workshops with more than 200 participants, Dempster et al. (2012) found that participants valued the opportunity to re-examine their own pedagogy. This was facilitated by the facilitators’ knowledge of models combined with opportunities to debate these principles.   Other interventions are reporting similar findings. The Transforming and Enhancing the Student Experience Through Pedagogy (TESEP) project led by Napier University promoted a social constructivist pedagogy based on the notion of ‘learners in control’. The four TESEP Teaching Principles were shared widely and changes in teaching practices around them were negotiated by course teams and supported over an extended period (Smyth & Mainka 2009; Smyth 2007). While such principles might be simplistic versions of learning theories, it is important that they are still based on what is known from the research literature about how students learn. Nicol (2007) reports that ‘a key outcome of the REAP [Re-engineering Assessment Practices] project is the value of having robust formative assessment principles derived from the research when thinking about the design of assessment practices’ (Nicol 2007: 677). Anderson & Garrison’s Community of Inquiry - See Karen Swan’s design experiment Diana Laurillard’s Conversational Framework: acquistion, inquiry, practice, production, discussion, collaboration Gilly Salmon’s five step model Kukulska-Hulme & Traxler – Design principles for mobile learning.
• #14: Other people doing different things! Laurillard’s Learning Designer TESTA OU Learning Design initiative Learning analytics (bjet special issue)
• #18: i.e. Good Practice in Programme Design
• #19: Add these bits in