This is an archive of the original site and you may encounter broken links and/or functionality

Re-imagining Learning (Symposium 0089)


11:40 - 12:40 on Tuesday, 6 September 2011 in 9.90
0089 Representing the curriculum: re-imagining learning Mark Stubbs, Susannah Quinsee, Simon Cotterill, Rebecca Galley, Helen Beetham
0089 Representing the curriculum: re-imagining learning Mark Stubbs, Susannah Quinsee, Simon Cotterill, Rebecca Galley, Helen Beetham

This symposium will debate how technology is transforming course information and other curriculum representations, such as learning designs, learning maps, and multimedia learning ‘tasters’.

Participants will complete their own mapping exercise to show how different representations of the curriculum are produced and used at their institution. Each panel member will then provide a ‘model’ representation and describe the institutional processes surrounding it.

Challenges and alternative solutions will be invited from the floor. As a collaborative group exercise, the symposium will produce a checklist of features that support sharing, reuse, interoperability, educational dialogue and learner engagement in the representation of the curriculum.

The ideas we will explore arise from experiences of using technology-supported design to meet broad learning and institutional challenges. In many institutions, information about learning programmes is poorly articulated and managed. Paper-based quality processes do not translate easily into student-centred materials; information from marketing and evaluation is often unavailable at critical decision points; learning outcomes are not always aligned with other aspects of the course. Rethinking curriculum information can therefore lead to more responsive, flexible and relevant learning experiences. However, there are challenges in transforming core processes that bestow academic identity and credibility.

Panel members offer a diversity of approaches and institutional contexts. One has expertise in course-related information management and will argue that standardised data can support institutional change, as well as streamlining production of Key Information Sets. Two have developed rich representations of the curriculum in digital media, and will argue that this can support more meaningful dialogue among curriculum design teams, and better communication with learners. One will consider how different design views can provide ‘scaffolds’ for design, planning and implementation, supporting teams to make effective use of the available tools and pedagogies.

Participants will achieve a good understanding of the challenges of curriculum representation, the potential benefits of managing information systematically, and the variety of means by which learning pathways and programmes can be represented. In working towards a shared ‘ideal’ for curriculum representation, participants will contribute to a collaborative outcome that will be made available via the JISC/HEA Curriculum Design Studio.