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ORIC – Open Educational Resources for the Inclusive Curriculum 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike.

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Presentation on theme: "ORIC – Open Educational Resources for the Inclusive Curriculum 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike."— Presentation transcript:

1 ORIC – Open Educational Resources for the Inclusive Curriculum 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -

2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  workshop activity 1;  constructive alignment;  workshop activity 2;  aims & learning outcomes;  levelness;  workshop activity 3;  review. 2

3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Sir Ken Robinson on education and creativity: 3

4 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  individually – choose one teaching sequence, or individual session that you have helped to plan & design;  in 2s & 3s – explain to each other & discuss the steps that you went through in the planning/design process (be honest!);  be prepared to feed back. 4

5 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  theory/approach developed by John Biggs;  all components in the learning/teaching system should support each other – should be aligned;  “When there is alignment between what we want, how we teach and how we assess, teaching is likely to be much more effective than when there is not.” (Biggs, 1999: 26) 5

6 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - In constructively aligned teaching:  Devise & state intended learning outcomes;  Learning & teaching methods are chosen to allow learners to construct meaning in a way which will realise these outcomes;  Assessment tasks address the outcomes. 6

7 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - “CA makes the students themselves do the real work; the teacher simply arranges things so that it is more likely that they will.” (Biggs, 1999:27) 7

8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - In 2s and 3s, each talk through the following:  take one intended learning outcome from a module that you are involved with;  what learning/teaching activities have been put in place to enable this outcome to be achieved?  how are your students assessed to see if they have achieved this outcome? 8

9 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Aims  aspirational – the overall purpose that is being worked towards;  not necessarily directly assessible. 9

10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Learning Outcomes (LOs)  intended and unintended.  intended: succinct statements of the learning requirement that a student should possess, and importantly should have demonstrated, upon completion of a particular learning sequence. 10

11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  LOs normally expressed as verbs (e.g. analyse, synthesise, describe) that learners have to enact in relation to a particular knowledge base or situation;  some suggest LOs should be written in the future tense (e.g., …will be able to…);  others recommend emphasising what learners will have done to achieve the outcome (e.g., …will have…; or …will have demonstrated…). 11

12 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Programme Aim: to instil in participants a reflective and innovative approach to their practice that they will take with them throughout their teaching careers. Programme LO: participants will be able to describe, interpret, evaluate, and reflect on their own teaching practice in a theoretically coherent manner. 12

13 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Scholarship Module LO: participants will be able to consider the implications of the evidence [of variation in student learning] gathered… in terms of developing a basis for reflective practice and personal actionable theory. Reflection Module LO: participants will be able to reflect on and document their own professional teaching practice … 13

14 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  From the Oxford Centre for Staff and Learning Development: ources/writing_learning_outcomes.html ources/writing_learning_outcomes.html 14

15 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  thinking about LOs in a qualitative rather than a quantitative sense;  can relate to level of study (e.g. QAA & institutional level descriptors);  can relate to level of achievement (e.g. what is a 3rd or a 1st);  two widely used taxonomies in HE: Bloom & SOLO. 15

16 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Bloom organises educational objectives into three domains: ◦ Cognitive; ◦ Affective; ◦ Psychomotor. 16

17 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Know: e.g. define, describe, identify, list, state, measure.  Comprehend: express, discuss, clarify, recognise, report, summarise.  Apply: interpret, practice, operate, employ.  Analyse: experiment, distinguish, debate, categorise, infer, relate.  Synthesise: integrate, develop, design, create, organise, formulate.  Evaluate: judge, revise, value, rate, question, defend. 17

18 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Prestructural – misses point, doesn’t understand question  Unistructural: can identify one relevant element in response to a question: identify, name.  Multistructural: can identify multiple relevant elements in a response to a question: describe, list, combine, enumerate. 18

19 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Relational - integrated response, addresses the question, ties things together: compare, contrast, explain, analyse, relate.  Extended abstract - goes beyond what has been given, applies to new or different domains, reconceptualises: theorise, generalise, hypothesise, reflect. 19

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21 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  In the same 2s & 3s briefly examine your own practice in terms of: ◦ constructive alignment; ◦ levelness. 21

22 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  in planning learning, teaching & assessment we should see how these activities support each other;  constructive alignment is one way of conceptualising this;  being explicit about the relationship between teaching, learning & assessment makes it more visible (& more coherent?) to learners;  but concerns about instrumentality of outcomes-based approach. 22

23 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -  Select module to focus on for assignment, bring the module descriptor and any other relevant learning materials to the next learning set and be prepared to discuss it.  You will be asked to identify factors that contribute to inclusive curriculum design in your own discipline. 23

24 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - Biggs, J (2004) Teaching for Quality Learning at University, 2nd edition, Buckingham: SRHE/ Open University Press. D’Andrea, V (2003) ‘Organizing teaching and learning: outcomes-based planning’, in Fry, H et al. (eds) A Handbook for Teaching and Learning in Higher Education, London: RoutledgeFalmer, pp Moon, Jennifer (2002) The Module and Programme Development Handbook, London: Kogan Page. 24


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