COURSE DESIGN INTENSIVES (CDIs): DOING CURRICULUM DESIGN DIFFERENTLY

CDI aims

• curriculum design in extended, multi-professional teams• design at programme level• speed up development times • cascade e-learning design expertise into academic

departments

Timeline

2003-? e-Learning strategy development (Oxford Brookes University)

2005-9 National JISC Learner Experiences of e-Learning Synthesis and Support Project(http://mw.brookes.ac.uk/display/JISCle2/Home)

2005-9 National HEA Pathfinder Course Design projects

2009-12 Successive Oxford Brookes curriculum development initiatives

2011-12 Coventry University curriculum redesign; Robert Gordon University, Oxford University

2012 -> Victoria University, Melbourne, Latrobe University, Melbourne

CDI Process

Sometimes bigger than Ben Hur …

… other times not so much

Designing…

… building in tandem

Designing in ‘public’

Peer review (critical friends)

Promoting iterative design & development using peer and student feedback (Sharpe et al 2006)

Sharpe, R., Benfield, G., Roberts, G. and Francis, R. (2006). "The undergraduate experience of blended e-learning: a review of UK literature and practice undertaken for the Higher Education Academy." [Online] Retrieved 3 October, from http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/literature_reviews/blended_elearning_full_review.pdf

Benefits *

Tangible outputs Collective ‘ownership’

of the course More ‘coherent’ courses

(arguably) Building networks Sharing good practice Conceptual change

“There’s been a kind of switch in the way that lecturers look at things”

* (Dempster, Benfield & Francis 2012)