1. D4L – Active Learning Curriculum Design Workshop
Discover - Dream - Design - Deliver
Bennett & Folley (2016)

2. Intro and Aims of Session
Format of the session
Intro and Aims of Session
Task 1: Discover
Task 2: Dream
Task 3: Design
Coffee and cake
Task 4: Deliver
Evaluation
Bennett & Folley (2016)

3. Aims of the session
To provide a starting point for discussions of your course/module re-design
To introduce you to a range of curriculum design tools (Appreciative Inquiry and JISC’s ViewPoints)
To create a personal and team action plan
Team intros and sharing ideas
Bennett & Folley (2016)

4. What is Appreciative Inquiry?
From: (p.16)
Appreciative Inquiry is a theory of organization development management or research approach that focuses on the “best of what is” instead of focusing on problems.
From: (p.16)
Bennett & Folley (2016)

5. Appreciative Inquiry Discover Dream Design Deliver
The best of what has been
Discover
Dream
Design
Deliver
What we will commit to
Best that might be
What it might truly look like
Bennett & Folley (2016)

6. Task 1 – the Discover Stage
Dream
Design
Deliver
Task 1 – the Discover Stage
Split into groups of 3-4 people.
In your group, reflect on the question ‘What examples of great learning have you experienced in your professional life?’
Think about:
What happened?
What did you do to make that happen?
What did others do to contribute to that experience
How did that experience feel?
Discuss your stories and write down some of the characteristics of what makes a great learning experience and agree on one person to share these with the whole group later. (10 mins)
Feedback to whole group some of the examples and pull out key themes (10 mins)
Bennett & Folley (2016)

7. Discover
Dream
Design
Deliver
Task 2 – the Dream Stage
Still in your small groups you are going to create a vision of what the desirable attributes a student graduating from your course are.
Think about: How you want your degree to enable graduates to:
Work effectively with others
Meet employer’s expectations
Work with professional bodies (if appropriate)
Be adaptable and agile to work and learn in a variety of contexts
To be able to work in a digital world
Draw a mind map or other diagram to represent the ideal graduate attributes. Choose a different person from your group to feedback your ideas to the whole group later. (10 mins)
Feedback to whole group and distil into a list of themes
Map your modules onto the list of attributes - is anything not covered or done too much?
Bennett & Folley (2016)

8. Task 3 – the Design Stage Pedagogical models: Peer teaching
Discover
Dream
Design
Deliver
Task 3 – the Design Stage
Pedagogical models:
Peer teaching
Adaptive teaching
Flipped classroom
Contributing student approach
Communities of Inquiry
Resource based learning
Problem based learning
Bennett & Folley (2016)

9. Discover
Dream
Design
Deliver
Task 3 – the Design Stage
Still in your small groups you are going to be designing a single learning activity, so in your teams decide on one of the following:
An activity to ease the transition into the course based on students coming in from very different starting points;
Identifying one particular concept that students traditionally find difficult and design an activity to approach this task;
An activity that makes use of peer teaching approach;
An activity that helps students fully understand an assignment brief;
A single learning experience of your choice related to your course/subject.
Create the elements of your ideal learning experience using the learner engagement cards, taking into consideration some of the themes from Task 1 and some of the ideas from Task 2.
To do this, use just the front of the cards and the forms given – build a lesson plan using between 3-6 of the cards, adding in a few further details about the the activity, time and resources/training needed for that element. You can use an element more than once if you want to. Choose a different person in your group to feed this back to the whole group later. (10 mins)
Bennett & Folley (2016)

10. ViewPoints Learner Engagement Cards
Bennett & Folley (2016)

11. Design Example Activity – to write an abstract for a journal article
Students receive information about the task from the tutors and some start points for resources
Students explore resources to find out what elements are in a journal abstract
Students discuss on an online discussion forum the elements of a good journal abstract
Based on the list discussed the students then create an abstract on an assignment they have previously written
Bennett & Folley (2016)

12. Design Example
Bennett & Folley (2016)

13. Design Example
Bennett & Folley (2016)

14. Discover
Dream
Design
Deliver
Task 3 – the Design Stage
Still in your small groups you are going to be designing a single learning activity, so in your teams decide on one of the following:
An activity to ease the transition into the course based on students coming in from very different starting points;
Identifying one particular concept that students traditionally find difficult and design an activity to approach this task;
An activity that makes use of peer teaching approach;
An activity that helps students fully understand an assignment brief;
A single learning experience of your choice related to your course/subject.
Create the elements of your ideal learning experience using the learner engagement cards, taking into consideration some of the themes from Task 1 and some of the ideas from Task 2.
To do this, use just the front of the cards and the forms given – build a lesson plan using between 3-6 of the cards, adding in a few further details about the the activity, time and resources/training needed for that element. You can use an element more than once if you want to. Choose a different person in your group to feed this back to the whole group later. (10 mins)
Bennett & Folley (2016)

15. Coffee
Break
Bennett & Folley (2016)

16. Task 4 – the Deliver Stage
Discover
Dream
Design
Deliver
Task 4 – the Deliver Stage
Again in your small groups, and using the backs of the cards discuss/choose the examples which will best support what you are trying to achieve, the interactions that will take place and the possible resources, tools and technologies that are needed. In addition, create an action plan (both individual and team) of what action needs to take place in the short/medium/long term to make the changes you need. Agree on who is taking responsibility for each of these changes and complete the form provided. Choose a different person in your group to feed this back to the whole group later. (10 mins)
Feedback of activity and action plans (10 mins)
Bennett & Folley (2016)

17. Deliver Example
Bennett & Folley (2016)

18. Deliver Example
Bennett & Folley (2016)

19. To Conclude Thanks very much for taking part…
Any feedback on the workshop you are happy to share?
When would be a good time to follow this up?
Please complete the evaluation forms
Bennett & Folley (2016)