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Using technology to improve curriculum design

Using technology to improve curriculum design
Introduction The process of curriculum design combines educational design with many other areas including: information management, market research, marketing, quality enhancement, quality assurance and programme and course approval. The curriculum must evolve to meet the changing needs of students and employers. It must change to reflect new needs, new audiences and new approaches to learning. Considered use of technology as part of the curriculum design process can help you to We have identified eight stages in the curriculum design cycle from engaging stakeholders to ensuring the curriculum continues to be reviewed and enhanced in response to feedback and changing circumstances. This guide will help you to work through these eight stages and suggests strategies, ideas and resources to improve your own curriculum design. Engaging stakeholders in curriculum design There are a range of tools and techniques that can help you to develop meaningful engagement with stakeholders. Footnotes

https://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design

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Back to Top The project needs are based on several reports, e.g. Eurydice “Content and Language Integrated Learning (CLIL) at School in Europe 2006” which in “Factors inhibiting general implementation” points at a need for training language teachers in the special skills needed to provide CLIL through initial and in-service training programs devoted to methods used to teach a subject in other languages. The report also points at a need for teaching materials geared to CLIL in the target language that cover subjects in the national curriculum. Evidence of the month: "Scaling up" learning design Each month, we highlight one of the new additions to the LACE Evidence Hub, which brings together evidence about learning analytics. You are welcome to add to the Hub site, which you can visit via a tab at the top of this page. The evidence of the month for January 2016 is a paper from Rienties, Toentenel and Bryan (2015): “”Scaling up” learning design: impact of learning design activities on LMS behavior and performance”. This paper is the first empirical study linking learning design information for a substantial number of courses with Learning Management Systems (LMS)/Virtual Learning Environment (VLE) data and with learning performance.

Laurillard conversational framework This article or section is a stub. A stub is an entry that did not yet receive substantial attention from editors, and as such does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions. 1 Definition Laurillard (1993,2002) claims that there are four main aspects of the teaching-learning process and that different educational media can be analyzed (and used) in terms of these dimensions. 7 Essential Principles of Innovative Learning Flirck:WoodleyWonderworks Every educator wants to create an environment that will foster students’ love of learning. Because the criteria are intangible, it’s difficult to define or pinpoint exactly what they are. But one group is giving it a try.

Research Paper, Networked Learning Conference 2016 - NLC2016, Lancaster University UK Francesca Pozzi, Andrea Ceregini, Donatella Persico, Istituto per le Tecnologie Didattiche (ITD), Consiglio Nazionale delle Ricerche (CNR) This paper tackles the issue of how to support the design of effective collaborative activities in networked learning contexts. At the crossover between the ‘learning design' and the ‘networked learning' research sectors, notions such as ‘collaborative techniques', ‘design patterns' or ‘scripts' are often used to describe and/or run online collaborative learning activities. Based on these concepts, technological tools have been implemented that reify these notions and support several phases of the learning design process, including the sharing and reuse of design representations. Keywords networked learning, collaborative learning, learning design, 4Ts model, collaborative technique Full Paper - .pdf

Your Digital Footprint Your digital footprint paints a picture of who you are. Make sure it's accurate. Learn how in a few easy tutorials. Every day, whether we want to or not, most of us contribute to a growing portrait of who we are online; a portrait that is probably more public than we assume. This portrait helps companies target content at specific markets and consumers, helps employers look into your background, and helps advertisers track your movements across multiple websites. Whatever you do online, you might be leaving digital footprints behind.

The Nature of Learning: Using Research to Inspire Practice Key messages || Executive summary || Table of contents || How to obtain this publication || Other Information Executive summary Why such interest in learning? Over recent years, learning has moved increasingly centre stage for a range of powerful reasons that resonate politically as well as educationally across many countries, as outlined by Dumont and Istance (Chapter 1). UCL Digital Education team blog By Natasa Perovic, on 24 March 2016 Digital Education has now run 21 of our popular rapid learning design workshops. ABC uses an effective and engaging paper card-based method in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and over the last year has helped 70 module and course teams design and sequence engaging learning activities. It has proved particularly useful for new programmes or those changing to an online or more blended format.

Reimagining learning for a post-digital world (part 1) – Solutions not problems Over the last few years I have made the case for a substantive and meaningful debate about redefining pedagogy and reimagining teaching and learning firstly for a digital age and more recently for what many are calling the post-digital world. The logical impossibility of Status Quo: Six disconnects that demand a digital pedagogy (or at least a good debate about it) ‘I am going to blow the whole thing to kingdom come’: In praise of discontinuity within a digital pedagogy Shit or get off the pot: Why are we still talking about the seismic impacts technology will have on higher education?

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