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Implementing flexible curricula A workshop to explore approaches for: • critically reflecting on changing drivers and needs for flexible curricula and • for enhancing practice in flexible curriculum design using a Viewpoints toolkit. www. enhancementthemes. ac. uk/toolkits/flexible-curriculum
Agenda • Introduction to the flexible curriculum toolkit • Group activity: using the toolkit • Plenary discussion: feedback www. enhancementthemes. ac. uk/toolkits/flexible-curriculum
Background to work on the Flexible Curriculum theme Original outcomes paper (2005) Changing and challenging HE landscape in 2013 “A practical guide to providing flexible learning in further and higher education” John Casey and Pam Wilson
STAGE 1: REFLECT on changing drivers and needs • Learner expectations • Key Government and sector drivers • Key institutional drivers, goals and priorities • Globalisation and internationalisation • Employer and employer body needs and expectations • Changes in what we teach • Changes in how we teach • Retention • • Learner expectations Key Government and sector drivers Institutional drivers, goals and priorities Globalisation and internationalisation Employer and employer body needs and expectations Changes in how we teach Changes in what we teach Retention
STAGE 2: ENHANCE practice Four dimensions of curriculum flexibility STAGE 1: REFLECT on changing drivers and needs External engagement and partnerships Key areas of focus • Learner expectations • Key Government and sector drivers • Key institutional drivers, goals and priorities • Globalisation and internationalisation • Employer and employer body needs and expectations • Changes in what we teach • Changes in how we teach • Retention Anytime, anywhere learning Key areas of focus • Engaging employers • Learner flexible access and other stakeholders to technologies, to customise curricula training and tutors to employer and • Using technologyemployee needs and enhanced learning contexts and to approaches to influence currency and underpin new flexible relevancy of curricula. pedagogic approaches. • Aligning curricula with. changing sector / • Learner skills and professional needs and support in flexible and contexts. technology-enhanced learning Entry, transition, progression and exit Learning model, personalisation and learner engagement Key areas of focus • Flexible learning pathways and timings e. g. entry, progression, exit. • Options for negotiated curricula and assessment. • Flexible means of accessing guidance and support throughout the learner journey including development of graduate attributes and employability • Developing flexible pedagogies using e. g. social and open learning and assessment for learning approaches. • Personalising learning to develop selfdirected learners. • Using blended learning approaches on/off campus. • Learner engagement with flexible curricula design/delivery.
Web-link and QR Code http: //www. enhancementthemes. ac. uk/toolkits/flexible-curriculum
Web-site – flexible curriculum toolkit • • • Cards (Power. Point format) Web-page for each card (eg tensions, links to resources) A 0 worksheets (Power. Point format) Handbook (Word format) Other resources e. g. action plan template (Word format) www. enhancementthemes. ac. uk/toolkits/flexible-curriculum
Group activity: using the toolkit Use the cards to plan some practical things to develop based around the scenario and context given below. The Scenario Your institution decides that it has to develop an online portfolio of courses with an international reach. Contextual information • Your (imaginary) department is identified as being an area that could develop such a course. Your programme team has been asked to start thinking about designing a course. • Students will be studying in a range of countries within different time zones and will be particularly interested in courses that develop their employability skills and international networking. • Students are likely to have access to computing, Internet and mobile technologies though there will be variation in “digital literacy” amongst different students. • Some students will be more familiar with directed, rather than self-directed, learning approaches. • It must be cost-effective to both design and delivery the course.
Feedback / reflections • In what contexts could the toolkit be used? • How would you use the cards? • Suggestions for enhancements? www. enhancementthemes. ac. uk/toolkits/flexible-curriculum
What’s next? • Work with HEIs to use the toolkit • Collect case experiences • Add to toolkit resources • Small project to determine impact www. enhancementthemes. ac. uk/toolkits/flexible-curriculum
Heather Gibson, QAA Scotland Peter Chatterton, Consultant h. [email protected] ac. uk peter. [email protected] com Martha Caddell, Open University martha. [email protected] ac. uk www. enhancementthemes. ac. uk/toolkits/flexible-curriculum