Curriculum Design and Delivery

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After asking colleagues in Planning, I came across some stored reports that contain information about the various awards/courses offered at the university, along with the modules that constitute those awards – from short certificates to full undergraduate and postgraduate degrees. Whilst the reports date back to the 90s, the data within them is substantial enough to be used from 2006-07 onwards; in total this comes to around 50,000 individual award->module relationships spread over the 6 academic years represented in the data. The first question that arose was: ‘What to do with six years of course data?!?!?!’. After speaking with Tony Hirst last week, we came to the conclusion that this data would also have a great benefit if utilised in new ways within the university itself, as well as presenting the course information (and related datasets) to current and prospective students.

What to Do with Six Years of Course Data?!?! | ON Course

http://coursedata.blogs.lincoln.ac.uk/2012/03/30/what-to-do-with-six-years-of-course-data/
The project team are nearing completion of the development of an application to support external examiner appointment and reporting processes. This has provided an opportunity to assess the value of Archimate modelling in a limited scope. Background http://jiscenable.blogspot.com/2012/03/using-archimate-in-enable-project.html

Using Archimate in the Enable Project

Blog Archive » The 7Cs of design and delivery

We are doing a small project at Leicester as part of the JISC-funded OULDI project . Essentially it is to do an audit of the OULDI tools and the Carpe Diem material developed at Leicester to create a new learning design offering that will be trialed and evaluated over the coming months at Leicester. I had a great meeting today with Gabi Witthaus and Ale Armellini to take stock of where we are. Gabi has been exploring the OULDI resources and has come up with a conceptual map of what we might include in the new offering and how they will relate to the Carpe Diem activities. We brainstormed around Gabi’s initial audit and then came up with a holistic conceptual framework, the 7Cs of design and delivery. http://e4innovation.com/?p=520

Richard Willis – SharePoint Learning Kit Coordinator, SalamanderSoft Owner » SharePoint vNext to include Education Component

http://blog.salamandersoft.co.uk/index.php/2012/02/sharepoint-vnext-to-include-education-component/ Note: This is all based on preliminary documentation and could all change and so the following is pretty much just speculative. The information below is all from publically released sources. It may well be dropped before final release. Summary

Learning Design toolbox - Cloudworks

This Cloudscape is a space to collate resources, tools, design methods and activities to enable hands on exploration, and a better understanding of Learning Design. Objects have been produced by a number of different teams working in this area. The clouds have been catagorised to allow for a pick 'n' mix use of the tools (i.e. choose a template, then pick the activities that fit into that template and best meet your learning and teaching needs). http://cloudworks.ac.uk/cloudscape/view/1882
One of the really useful things about publishing documents in a structured way is that we can treat the document as a database, or generate an outline view of it automatically. Whilst looking through the OU Structured Authoring XML docs looking for things I could reliably extract from them in order to configure a course custom search engine ( Notes on Custom Course Search Engines Derived from OU Structured Authoring Documents ), I put together a quick script to generate a course mind map based around the course structure. It struck me that as structured document/XML views of OpenLearn material is available, I could do the same for OpenLearn docs. So here’s an example. If you visit the OpenLearn site, you should be able to find several modules derived from the old OU course T175. Going to the first page proper for each of the derived modules (URLs have the form http://openlearn.open.ac.uk/mod/oucontent/view.php?

Generating Mind Maps from OU/OpenLearn Structured Authoring XML Documents « OUseful.Info, the blog…

http://blog.ouseful.info/2011/11/10/generating-mind-maps-from-ouopenlearn-structured-authoring-xml-documents/

Kingston College: Blended learning across the curriculum – from models to delivery

Keywords: Improving teaching and learning; improving responsiveness to learners; blogs; Art and Design; creating and adapting e-learning materials; developing self-confidence; formative assessment; motivating learners; portfolios; sharing/using good practice; curriculum management Summary The Curriculum Cube is Kingston College’s framework for technology integration in curriculum planning and delivery. It evolved from the Kube Project that focused on integrating technology into higher education business programmes through a blend of online and face-to-face delivery. Kingston is now developing practical resources to allow teaching teams to translate models of curriculum design into concrete experiences for learners. http://www.excellencegateway.org.uk/page.aspx?o=319372&c=casestudies
I'm based in the Learning Development and Innovation team at the University and have been working with the Enable team since the start of 2009. My focus within the team has been on being able to integrate my previous project work (on creating Best Practice Models for e-learning) with PHOEBE. As part of this work I've been developing some new versions of our validation documents that incorporate guidance and advice for those completing them. Here I have reflected on my experiences to date, with the hope that it will help others considering how to start on the process.

Guidance on Validation Documents

http://jiscenable.blogspot.com/2011/04/new-guidance-on-validation-documents.html

Video Diary of curriculum design - Andrew Charlton-Perez - Cloudworks

As part of my contribution to the OULDI project in Reading I'll be posting regular video diary of the process I'm going through to add new problem based learning content to an existing Meteorology module http://cloudworks.ac.uk/cloud/view/3813
http://dfl.cetis.ac.uk/wiki/

Main Page - Design for Learning

From Design for Learning Funding for this programme ended in May 2008. JISC are continuing to fund work in the wider context of institutional approaches to curriculum design and delivery. More information is available from the JISC website .

The Cloudworks API - rationale and lessons | Nick Freear

Rationale We were concerned about creating a usable, easy to understand URL-scheme. However, I also found that I prefer quite a strict REST approach . So, we spent some time oscillating between what we have today, and variations like " /api?method=cloud.getInfo&cloud_id=123 ".

OLnet One Year on

A summary of the thoughts and directions for the work on researching Open Educational Resources after one year of the Hewlett Foundation supported work on OLnet - The Open Learning network.

Latestendeavour Blog

In this post I want to propose three ‘lenses’ that may be useful for describing and understanding the nature of a teaching and/or learning innovation. Innovation is certainly a prized commodity; deemed important enough to use to structure formal university module development and delivery processes, and to trade across and between practitioners and instititions. We also know that the question of innovation is likely to be an important consideration early on in the process of creating, designing and teaching a module or learning activities (and hopefully later on in the process also!). So how do teachers talk about and represent their innovation? I have been involved in a couple of projects that sought to to capture innovation and, like similar attempts elsewhere, found it difficult to define what innovation was. The conclusion is, of course, that innovation is a nebulus term embracing everything from a paradigm shifting idea to borrowing one from a colleague and using in a class.

T-SPARC Baseline Review @ T-SPARC Blog

Introduction This web-based document constitutes our ‘baseline’ review of curriculum design processes at Birmingham City University. The review is based upon narrative accounts of staff at our institution at the outset of the JISC supported T-SPARC (Technology Supported Processes for Agile and Responsive Curricula) project. The review is offered as a text document with embedded links to video clips used to illustrate our findings.