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transforming the curriculum through technology | blog for the curriculum design & delivery programmes 2008-2012 skip to content menu home history transforming the curriculum through technology blog for the curriculum design & delivery programmes 2008-2012 new jisc publication: enhancing curriculum design with technology by msheppard august 16, 2013 uncategorized this summer saw the launch of a new jisc publication based on the outcomes of the jisc institutional approaches to curriculum design programme . it is a short, assessible publication that provides practical tips and resources to enable those involved in curriculum design and approval in higher education to enhance their practices through the use of technology. the publication is available to download from the jisc website . watch out for the launch of a related infokit on ‘managing course information’which draws together guidance and resources from both the jisc curriculum programmes and the course data programme. a taster is available on the jisc infonet website. posted by msheppard on august 16, 2013 in uncategorized . curriculum change and transformation: outcomes from the jisc curriculum design programme by msheppard november 27, 2012 agile processes , change management , design projects , employer engagement , learner experience , learning design , pedagogic approaches , quality assurance and enhancement , sustaining and embedding jisccdd challenges and context the last four years have seen unprecedented change in higher education in the uk. during that time 12 universities funded under the jisc institutional approaches to curriculum design programme have been steering change projects through some significant challenges to transform their institutions’ approaches to curriculum design. the projects were focusing on a range of issues including: delivering a more flexible, responsive curriculum; developing fit-for-purpose quality processes; managing course related information more effectively and; enhancing the learning experience and meeting learners’ expectations. many of these challenges have acquired greater urgency in a more constrained funding environment but the ultimate goal has always been to enhance the curriculum offer, making it more responsive to new markets and needs, more sustainably delivered, more flexible, and more attuned to the capabilities required by graduates in the 21st century. analysis and findings the programme’s final synthesis report authored by helen beetham provides a final analysis of findings, deliverables and outcomes. it aims to inform the sector of key issues and developments in curriculum design surfaced over the four years of the programme and evidence that institutional and technology-enhanced approaches to curriculum design are both possible and valuable (though challenging). it will also provide material for further communications aimed at specific parts of the sector. the analysis is focused around five core themes: transformed curriculum processes; transformed curriculum information; transformed design practices; transformed learning opportunities and; transformed organisations. achievements in summary, the programme has demonstrated: • more transparent processes with shared, accessible representations of the curriculum can support better stakeholder engagement in curriculum design • more efficient processes can save considerable administrative staff time, and may free up curriculum teams to focus on educational rather than administrative concerns • a focus on the design process rather than its outcomes allows both for lighter-weight approval events and a shorter review cycle with more opportunity for continuous enhancement • a single, trusted source of course information can be achieved through a centralised academic database, but similar benefits can be gained through enhancing the functions, interfaces and interoperability of existing systems. • trusted, relevant, timely information can support educational decision making by curriculum teams. • better managed course information also has benefits for students in terms of course/module selection, access to up-to-date information, and parity of experience • better managed information allows institutions to analyse the performance of their course portfolio as well as meeting external reporting requirements. • curriculum design practices can be enhanced through face-to-face workshops with access to resources and guidance. • particularly effective resources include concise statements of educational principle with brief examples; and tools/resources for visualising the learning process, e.g. as a storyboard or timeline, or as a balance of learning/assessment activities. • with better quality guidance and information available, curriculum teams can build credible benefit/business cases and respond more effectively to organisational priorities. resources to view the report (pdf and online version) and for support resources around curriculum design and delivery from jisc, visit the design studio . posted by msheppard on november 27, 2012 in agile processes , change management , design projects , employer engagement , learner experience , learning design , pedagogic approaches , quality assurance and enhancement , sustaining and embedding and tagged jisccdd . stories of organisational change in curriculum design by msheppard september 18, 2012 change management , design projects , sustaining and embedding this summer saw the launch of a new jisc on air radio show which explores curriculum design and the role technology plays in supporting changes to organisational practices and processes. the focus is on the different approaches to curriculum change and engaging stakeholders of two universities involved in the curriculum design programme – birmingham city university (bcu) and manchester metropolitan university (mmu). reporter kim catcheside talks to staff and students at both universities about their experiences. this includes an interview with sonia hendy-isaac, a senior lecturer at birmingham city university who explains how the t-sparc project has been developing a framework which facilitates better dialogue and transparency around course design and approval to enable more agile and responsive curricula. kim also talks to professor mark stubbs, head of learning and research technologies at manchester metropolitan university about transformational changes to the curriculum there and the role of the supporting responsive curricula project in supporting this. project manager, peter bird, discusses how some of these system and process changes are enabling academic staff to focus more on teaching and professor kevin bonnet, deputy vice-chancellor for student experience, explains the business imperative for change at the institution. you can listen to the radio show here . posted by msheppard on september 18, 2012 in change management , design projects , sustaining and embedding . curriculum design with oers – ou announces mooc by msheppard july 9, 2012 design projects , learning design curriculum design , jisc , mooc , oers building on the work of the jisc ouldi project , the open university will be leading a mooc (massive open online course) on the theme of curriculum design with oers (open educational resources) ( see announcement ). this will run from september to december 2012 and will be valuable for anyone seeking to develop their professional skills and experience in curriculum design, learning design and use of oers in education. in particular the course will appeal to new and established he and fe lecturers, to those completing professional certificates in teaching, and to researchers and managers of teaching and learning innovation. eight core themes will provide the focus for weekly activities, speaker presentations, discussions and postings of useful resources and tools. it will give access to, and the opportunity to learn from, successful uk jisc and hea projects in addition to some of

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