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    Effective Curriculum Design Planning: Arena, Blended, Connected.

    By Alan Y Seatwo, on 17 February 2017

    Arena, Blended, Connected Curriculum Design Model

    Arena, Blended, Connected Curriculum Design Model

    Planning is a vital part of the curriculum design process. In 1984, David A. Kolb published his experiential learning theory, which stated that the importance of learning enabled taking the new understanding and translating it into predictions as to what would happen next or what actions should be taken to refine or revise the way a task was to be handled. Providing advice for the planning of curriculum design is an integral part of the role of a learning technologist. It is also one of the most rewarding experiences because it involves working closely with subject matter experts. During planning meetings, discussions on modes of learning, structure and the use of learning technologies are at full flow. Last week, I worked with the Department of Science, Technology, Engineering and Public Policy (STEaPP)’s Head of Department, Dr Jason Blackstock, and Senior Teaching Fellow, David Wright, on digital content development for the department’s 2-week challenge for undergraduates, How to Change the World (HtCtW).

    At the start of the term, some staff in the department attended the ABC Curriculum Design Workshop delivered by Digital Education Team. We decided to use it as a framework for our planning of HtCtW. The two-week intensive programme uses a problem-based learning approach. It requires students to understand a complex global challenge and enables students to demonstrate a variety of their competencies (problem solving, creativity, communication and collaboration) to approach the issue. As part of our planning session, the programme leads laid out a series of learning activities on a chart and put them into different categories: knowledge acquisition, discussion, collaboration, practice and production. The simplicity of the model visually demonstrated the concentration on each type of activity through colour coding and highlighted misalignments in the learning cycle. We could easily see the types of learning content and technologies that will be required at the start, during and end of the programme. This finished plan is also a useful communication tool to explain the structure of the programme, learning objectives, assessment and feedback. The plan will be presented to the next meeting of cohort leads of HtCtW from across the Engineering faculty.

    Feedback from the staff on the usefulness of this model has been very positive. Although they were aware of the model, this is the first time they have used it to structure a programme. Everyone found it very easy to understand and apply. I have no doubt that this curriculum design model will be used again in the department and I look forward to learning more from using it by other colleagues.

    Find out more about ABC Learning Design workshops…

    An exciting start of a new academic year!

    By Alan Y Seatwo, on 2 December 2016

    STEaPP ABC Workshop

    STEaPP ABC Workshop

    The Department of Science Technology Engineering and Public Policy (STEaPP) kicks off new academic year with ABC (Arena, Blended, Connected) Workshop, one of the panned activities to enhance the use of learning technology across our teaching programmes.

    In the department, our teaching philosophy is that the use of technology in the learning experience must be driven by pedagogical considerations, and not the demands and availability of the various technologies themselves. To enhance the use of learning technologies, we must first reflect upon curriculum design.

    With the support from the Digital Education Team, teaching staff from the MPA programme attended the ABC (Arena Blended Connected) curriculum design workshop. We used paper card-based approach in a style of storyboarding to assist participants to reflect on structure, modes of delivery, learning outcomes and assessment methods etc.

    Our colleagues loved the simplicity of the approach and the effectiveness of the workshop model. Although learning technologies were not explicitly ‘called out’, it was firmly embedded in all six common types of learning activities during the exercise: acquisition inquiry, practice, production, discussion and collaboration.

    Following on the workshop, Dr Ann Thorpe (the department’s E-learning Champion) and I set up a series of meetings with individual module leaders to further explore the use of learning technologies in their teaching programm.

    We have been excited to see that the consideration of how technologies can enhance learning has already embedded in their design processes, for example producing videos as part of “Flipped Classroom”, streaming guest speakers to present and engage with students in classroom, and use of audio assessment feedback are some of the ideas currently developing following the workshop.

    While providing continuing support for the above mentioned activities, we’re also scheduling some bespoke workshops throughout the academic year. Since the department leads the organisation of How to Change the World (HtCtW) (part of UCL Global Citizenship Programme for undergraduate engineering students), we are interested to explore new ways in presenting engineering ideas during HtCtW. Augmented Reality (AR) has been identified as one of the emerging learning technologies over the past few years and the popularity of Pokemon Go have helped influence us to choose AR as our first lunchtime workshop topic. Watch this space for an update report soon.

    Alan Seatwo

    Learning Technologist, STEaPP

    ABC reaches Glasgow… and Santiago!

    By Clive Young, on 23 May 2016

    (For latest news about ABC LD, visit ABC LD blog)

    Nataša Perović and I took UCL’s popular ABC learning design workshop on the road last week, on Friday running a session for the first time outside UCL. We were invited to the University of Glasgow by ex-UCL colleague Dr Vicki Dale, now with their Learning Technology Unit. Vicki had seen the workshop running in London and was keen to try it with her colleagues. 32 participants came from all four of Glasgow’s colleges and the energy in the room was remarkable and  indicative of the huge interest generated. We were pleased to see the method was as “really useful” for Glasgow participants (see below) as we have found it with UCL colleagues.

    glasgow

    In a curious coincidence on Friday the ABC method was also used for the first time abroad, this time in Santiago, Chile. Robert Pardo, Director of the Centro de Aprendizaje, Universidad Adolfo Ibáñez, had taken our materials, translated them into Spanish and after a couple of Skype sessions with us ran the workshop very successfully with a group of his colleagues. His conclusion? ” It works!! “

    chile

     

    ABC has reached 21

    By Natasa Perovic, on 24 March 2016

    (For latest news about ABC LD, visit ABC LD blog)

    Digital Education has now run 21 of our popular rapid learning design workshops. ABC uses an effective and engaging paper card-based method in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and over the last year has helped 70 module and course teams design and sequence engaging learning activities. It has proved particularly useful for new programmes or those changing to an online or more blended format.

    To find out if ABC is for you this short video captured one of our workshops earlier this year.

    Participants feedback remains encouragingly  positive 

    “I thought the ABC session was really helpful.  I had been a little unsure ahead of the session what it would achieve – but I genuinely got a lot from it.  Going back to the basics of methods etc really helped focus on the structure and balance of the module.  I thought the output was very useful.”

    “Thank you for convening the abc workshop today, i  found it thought provoking and challenged the way we think about our teaching. It is too easy to stick to what we have done previously and I found today gave me different ways to think about how to evaluate our current teaching and to bring in different approaches. It will definitely improve my thinking and I will continue with the approach to incorporate some of the ideas into the modules.”

    “Thank you for the workshop today- it was an eye opener. I found it really useful to think about categorising how the learning objectives will be delivered and assessed, and examining the variety of ways that these can be achieved. It made me think more deeply about what skills the students can develop by making them responsible for their learning journey and not simply the content that needs to be delivered to them. We will let you know how it goes!”

    “It was great and many initiatives have emerged from it.”

    abc workshop group work

    For questions and workshops contact Clive and Nataša

    cy_np

     

     

     

    For more information see :

    ABC Curriculum Design 2015 Summary
    http://blogs.ucl.ac.uk/digital-education/2015/12/02/abc-curriculum-design-2015-summary/

    ABC workshop resources and participants’ feedback http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/

    ABC beginnings http://blogs.ucl.ac.uk/digital-education/2015/04/09/abc-arena-blended-connected-curriculum-design/

     

    ABC News:

    We are currently developing an online toolkit to support the workshop, have been working closely with CALT to embed the Connected Curriculum in designs and we are developing collaboration projects with The University of Glasgow, Aarhus University (Denmark), University of Leiden (Netherland) and Universidad Adolfo Ibáñez (Chile) in order to look at the learning impact of this method. Our colleagues in Chile are even translating the workshop into Spanish.

    ABC also featured on UCL Teaching and Learning portal as a case study: Designing programmes and modules with ABC curriculum design http://www.ucl.ac.uk/teaching-learning/case-studies-news/e-learning/designing-abc-curriculum-design

    ABC Curriculum Design 2015 Summary

    By Natasa Perovic, on 2 December 2015

    (For latest news about ABC LD, visit ABC LD blog)

    ABC Curriculum tour dates for 2016 and Summary of 2015

    For questions and workshops contact Clive and Nataša

    cy_np

    Book us early! We start our ABC 2016 tour with a visit to Glasgow!

    The ABC curriculum design method uses an effective and engaging paper card-based approach in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and designed to help module teams design engaging learning activities. It is particularly useful for new programmes or those changing to an online or more blended format. More information below.

     

    December 2015 – ALT Winter Conference webinar

    The ABCs of rapid blended course design by Clive Young and Nataša Perović. Recording of the session is available to view here: http://go.alt.ac.uk/1NIpziZ

     

    December 2015A brief overview of ABC curriculum design method by Clive

     

     

    October 2015 – Presentation about the ABC workshops

     

     

     

    September 2015 – Progress with ABC Curriculum design and downloadable ABC workshop resources and participants’ feedback 

     

     

    March 2015 – ABC beginnings, by Clive and Natasa

     

    March 2015 – Blog post about the First ABC Curriculum design workshop

     

    ABC Curriculum Design Workshops

    By Natasa Perovic, on 30 September 2015

    (For latest news about ABC LD, visit ABC LD blog)

    Arena Blended Connected Curriculum Design – Workshop resources and participants’ feedback

    few-teams

    • A 90 minute hands-on workshop to help module teams design engaging learning activities.
    • Teams work together to create a visual ‘storyboard’ showing the type and sequence learning activities required to meet the module’s learning outcomes and how these will be assessed.
    • ABC is particularly useful for new programmes or those changing to an online or more blended format.

    Between March and September we had 11 workshops with 37 teams from SLMS and BEAMS.

    The feedback from participants:

    • “This process was really useful. It helps us think about the modules in their entirety. It is really good how everything maps out in a clear framework like this.“
    •  “We haven’t had such level of detailed discussion as a team. I think the structure and the materials are facilitated well. “
      “It is a good way of focusing on creating the balance within a course.“
    • “It makes you think about: OK , we are going to use this technique, but where, how, for what and how does it fit with everything else? And this is the way into that, I think.“
    • “It helped us formulate in our own mind the course structure. Yes, very useful.“
    • “Made me more conscious of a formative assessment, which really did not occur to me before. “
    • “This has been extremely useful. Not only that we start to think about individual modules and how we can use electronic resources, but it makes us think about the degree together, rather than as separate modules. “
    • “It reminds you of all different formats that you can use, rather than sticking to the same old same old.“
    • “I think it was good to take a step back from the content and look at the varied type of activity. “
    • “We are not trying to be very innovative, but it is a question of being open to new ideas“

    To organise ABC workshop for your programme contact Clive Young and Nataša Perović.

    ABC Curriculum Design workshop resources:

    The resources are also adapted for ABC CPD and Life learning courses.

     

    To organise ABC workshop for your programme contact Clive Young and Nataša Perović.

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    abc_logo

    More:

    References:

    *Viewpoints project JISC

    **UCL IoE: Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

    Connected Curriculum