Learner-Centred Course Design

a role for learner-centred models and frameworks?

Dr Alan MassonHead of Technology Facilitated Learning

University of Ulster

Session overview

1. Introduction2. Curriculum development issues3. Viewpoints project overview– Interactional based principles– Overview of the workshop process

4. Benefits of developed resources5. Benefits of the workshop format6. Q&A / discussion

Some drivers for change in course design within HE (UK)

1. Institutional reputation – National Student Survey / KIS

2. Learners as consumers – value for money3. Increased competition among course

providers – flexible provision4. Generational changes in educational and

social expectations / experiences5. And a lot more……..

Curriculum Documentation

Focus on outputs:•Learning outcomes•Assessment criteria•Reading lists•Timetable•Plus supporting narrative

Provides an overall framework but doesn’t capture the “essence” of a course for a learner.

Essence (for the learner) – can be

OR

Viewpoints Project Overview

Viewpoints is a JISC-funded curriculum design project.

Its remit is to create a series of user-friendly reflective workshop tools to promote and enhance effective curriculum design.

The tools use a learner timeline with established principles to help staff consider key interactions of the learning process (i.e. essence)

Timeline framework

Guideline intervals are used that can be locally interpreted (and extended).

i.e. for semester:

•Induction•First few weeks•Mid Semester•Final Phase

Supports course or module perspectives

Identified Learner Interactions1. Reviewing progress and understanding (Assessment

and Feedback)

2. Discovery, consumption and creation of information (Information Skills)

3. Who do they interact with, why and to what “benefit” (Learner Engagement)

Are there closed lists of principles we can use to describe these interactions?

Principles to describe these interactions?

Assessment and Feedback – REAP Principles

Information - SCONUL 7 Pillars (extending to place in a more Digital Literacy context)

Learner engagement - 8 Learning Event Model (8LEM)

Assessment and Feedback – REAP Principles

1. Clarify good performance2. Encourage time and effort on

task3. Deliver High quality feedback4. Provide opportunities to act on

feedback5. Encourage interaction and

dialogue6. Develop self assessment and

reflection7. Give assessment choice8. Encourage positive motivational

beliefs9. Inform and shape your teaching

ADDED VALUE OPPORTUNITY

For each principle – provide examples of effective practice for consideration

Information Skills – SCONUL Pillars

1.Define the task and understand the topic2.Identify appropriate resources3.Search effectively4.Find and extract information5.Compare and analyse information6.Organise and share information ethically7.Interpret information and create new content

ADDED VALUE OPPORTUNITY

For each principle – provide examples of effective practice for consideration

Learner Interactions – 8LEM

1.Creates2.Experiments3.Imitates4.Practices5.Debates6.Explores7.Receives8.Meta-Learns

ADDED VALUE OPPORTUNITYFor each event –•who does the learner interact with?; •what levels of feedback the learner could get from each identified “stakeholder?”.

stakeholders: self, tutor, formal group, informal group, employer, other

Example workshop “card”

Inform – Inspire - Plan

Typical workshop format

1. Consider key challenges and agree an objective for the session

2. Explore the set of principles provided and choose those that may help address the objective set

3. Map relevant of principles to timeline and prioritise4. Select possible implementation ideas that could

support priority principles5. Review and annotate worksheet with a plan6. Agree any action points and final reflections

Workshop outputs• Form basis of an

Assessment & Feedback (or other theme) strategy

• Provide reference for future course team discussions (planning resource)

• Key information currently transcribed into table (Word or other format)

• Note: online tool to be developed to capture structured outputs

User defined outputs

Outputs can be orderly Or Messy – it’s up to the team

Personalised outputs• Annotated• Easily reviewed and

developed• Include a planning

aspect• Act as a focus for futher

conversations

Workshop experiences to dateCourse teams•Pre-validation – course planning workshops•Annual course review – course enhancement workshops

Subject teams•Away days – pedagogic focus workshops

Staff Development•PGCHEP (Student Centred Learning module)

Students Union•Development of a course / support environment for course reps

Benefits of Viewpoints approach

Outputs - valued by course teams

But also

Feedback – workshop process delivered a number of key benefits for course leaders / subject co-ordinators (social dimension)

This social dimension – transformational

Viewpoints Resources - creating an environment for change?

Workshop Environment1. Informal room layout sets

tone for activity;2. Flat surface – people

cluster around worksheet;3. Tactile resources –

encourage experimentation / enquiry;

4. Open and flexible format– facilitates “ownership”;

5. Customisable resources and “user interface”– promotes creativity;

6. Storyboard structure – focus on low risk conversations.

Use of action based principles1. Structured choice

provides support and promotes reflection;

2. Provide a more consistent meaning v conceptual entities (i.e lecture);

3. Defer decision making re “how” to end of activity;

4. Focus on storyboarding - encourage a more dynamic creative process;

5. Timeline and principles – focuses attention on learner experience.

Benefits observed from workshops to date

Shared meanings and priorities

Interactive and engaging

Facilitated discussions

Informative and supporting

Building effective teamsIn a short period of time through:1.Informal environment2.Establishing shared meanings and priorities3.Facilitating discussions and the sharing of ideas4.Consensus building5.Collaborative development of the workshop output

Quotable quotes…………

Curriculum Development / creativity benefits

•“Providing a simple yet comprehensive approach to the priorities of curriculum planning”

•“A good starting point for the curriculum design and development” •“It assists you to step back from the course/module you are delivering and assessing if it is fit for purpose”

Quotable quotes…………Social / communication benefits

•“Improving communication and introducing different ideas”

•“….allowed a range of different opinions from colleagues to become discussed in an open forum, to enable the team to take stock of what elements of the current course to retain and which ones to reform or innovate” •“Getting people together to consider what needs to be done next, even if that’s not part of the prescribed process”

Quotable quotes…………

Learner perspective benefits

•“The workshop appears to put the ‘experience of the learner’ at the forefront of discussion which inherently drives the workshop along that perspective – a good trick when working with a room full of jaded and cynical lecturers who all too often think that, in the first instance, there is ‘always something wrong’ with the students”

Summary

Learner-centred models and frameworks (such as the Viewpoints tools) appear to:•Promote reflection and raise awareness of key learning opportunities;•Promote creative discussion and sharing of ideas;•Focus attention on the learner experience;•Help course teams to reach consensus about key objectives and strategies.

Q&A….. More Information

Viewpoints Project•http://viewpointsproject.blogspot.com/•http://www.flickr.com/photos/viewpointsproject/

Resources downloadable from:http://www.slideshare.net/Viewpoints/

E-mail: aj.masson@ulster.ac.uk