cbm project workshop
DESCRIPTION
A presentation given for the OU curriculum business models project at the OU.TRANSCRIPT
Curriculum Business Models
Arts workshop – January 20121
Martin Weller
Agenda• Overview (the official bit)• Tools• How might it work• Issues• Activity
What CBM is delivering
• Simple tools for articulating/visualising/sharing module designs
• Putting the learning journey at the heart of the design process
• Revealing the costs and performance outcomes of design decisions
• Introducing a common classification framework and terminology
• Introducing a consistent, structured design, specification and review process to support the new approvals process
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CBM and strategy
• PVC-LTQ expectations of CBM (use in CAUs/units):– use the CBM activity planner & module map to support student
learning focus for decision making & module design– Use performance view to inform quality assurance and
enhancement decisions– Use CBM data and planning to inform faculty planning and
resource allocation– Develop current CBM to apply at level of Qualifications
• Use it to define templates?• Use it to drive efficiency?
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Four key views
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Activity PlannerModule Map
Cost Effectiveness view Module Performance view
What inputs and outputswill be needed?
What will students do?Intentions
Pedagogy profile Module map
Module design process 1
Activity planner Module map
What are we assembling?How much will it cost?What options are there?
Module options guidance Module specificationCosting and modelling tool
Module design process 2
What did it cost?What did we produce?
……9 months later
Module specification Course performancesummary
How was study time spent? How did themodule perform?
Costing and modelling tool
Activity planner
Module review process
Available to other module teams through a CBM library
Exploring provision at different levels
What we can do with CBM
• Provide standard tools for supporting course design process
• Establish faculty norms/models in a consistent way• Share successful designs• Encourage new models
– more cost-effective– more flexible and sustainable– more interesting and engaging for students
• Articulate designs more clearly to students
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Activity Planner• What are we asking students to do• Pedagogy neutral• 6 categories:
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Assimilative e.g. Read, Watch, Listen, Think about, Access, Observe, Review, Study
Finding and handling information
e.g. List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather, Order, Classify, Select, Assess, Manipulate
Communication e.g. Communicate, Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, Question
Productive e.g. List, Create, Build, Make, Design, Construct, Contribute, Complete, Produce, Write, Draw, Refine, Compose, Synthesize, Remix
Experiential e.g. Practice, Apply, Mimic, Experience, Explore, Investigate, Perform, Engage
Interactive/ Adaptive e.g. Explore, Experiment, Trial, Improve, Model, Simulate
Assessment Include summative (graded) assessment only here e.g. Write, Present, Report, Demonstrate, Critique
Topic/ week/ session
Assimilative
Finding and handling
information
Communication
Productive Experiential
Interactive/ Adaptive
Assessment
17 1 2
26 1 1 2
34 1 5
47 1 2
57 1 2
67 1 2
77 1 2
87 1 2
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Module Map• Provides representation of the module • Move from the activity to the stuff• Further on, link to OU systems
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View 2 Module Map
Key words
Reflection and demonstration
Journal space in MyStuff6 TMAs – submitted online (50% of overall score)
Course summary Key words
60pt course over 32 weeks3 blocks/20 learning guidesWhole weeks devoted to TMAsConsolidation week (week 22)
Practice related; Aligned to latest professional framework for mult-agency working; Rich case studies; Read – relate to practice – reflect – write.
Content and experience Communication and collaboration
3 co-published course books (21 chapters/ 960pp)DVD – videos of 3 practice settings + interviews (XXmin)Core questions, thinking points and summaries in course books
Plus own experience and practice
F2F tutorials near beginning, middle and end of course (some regional variation)
PDF resourcesLinks to e-journal articles and other websitesActivities throughout learning guides (4-7 per guide)5 website ‘interactives’
Course-wide Café forumTutor group forums with sub-forums for each block
Course Map View: KE312 Working Together for Children
Guidance and support
Course guideStudy calendar
Study planner20 Learning guidesGeneral assessment guidanceTMA questions
Tutor support – 1:20; 21 contact hrs; band 7
Student activities
Content and experience
Guidance and support
Communication and collaboration
Reflection and demonstration
Module mapexample
Module mapcategoriesandelements
Digital Scholarship – the module!
• Boyer• Power of networks• Open Education• Changes in research• Data visualisation• Other sectors• Significant technology• Barriers• Implications
We’re all researchers now?• As content becomes adundant focus is less on
providing it than on creating a framework to make sense of it
• Leads to research-based pedagogy?
Assim Info handling
Comms Exper Adaptive Prod
Boyer OER repositories
Implications debate
Collect & visualise data in organisation
Data visualisation
Slidecast on Barriers
Researchers use of tech
Sharing resources on tech
Technology in use
Video on other sectors
Open education
Library research on use of tech
Use diff Networks
20% 25% 5% 25% 5% 20%
Guidance & Support
Content & experience
Reflection & demonstration
Communication & collaboration
Open access Book
Reading list
Weekly overviews
VLE study guide/calendar
3rd party tools & advice
Video
Slidecast
Discursive assignment
Use of social tools
Data visualisation
Tutor activity
Content based• Use of 3rd party content• Quick production
Assim Info handling
Comms Exper Adaptive Prod
Boyer/Scholarship
Reading list resources on Open Ed
Wiki on barriers
Research methods
Data visualisation
Essay on networks
Implications Research other sectors
Technology overview
40% 20% 10% 10% 10% 10%
Guidance & Support
Content & experience
Reflection & demonstration
Communication & collaboration
Open access Book
Reading list
Weekly overviews
VLE study guide/calendar
3rd party tools & advice
Essay
Wiki
Course forums
Data visualisation
Media collection
Essays & blogs
Activity based• Peer to peer activity• Tutor led activity• Small amount of content
Assim Info handling
Comms Exper Adaptive Prod
Boyer/Scholarship
Find reliable sources in tech/networks/data
Comment on blogs
Research promotion practices
Data visualisation
3 types of media on research methods
Research other sectors
Blog journal on tech
Produce OER
Group activity on other sectors
15% 20% 30% 10% 5% 20%
Guidance & Support
Content & experience
Reflection & demonstration
Communication & collaboration
Open access chapter
Weekly overviews
VLE study guide/calendar
3rd party tools & advice
Blog
Group activity
Course forums
Data visualisation
Library research advice
OER
Media outputs
Blog commenting
Some thoughts• Good way to form a common early rep• Diff ways of representing same content• Categorisation encourages variety• Categories can be bit blurred• Role of assessment?
Issues• Categories• Variability• Implication that assimilative is ‘wrong’• Level of detail and moment of implementation• Being told what to do• Capturing the narrative/journey
Further development• Nice paper version• Guidance• Excel• Online interactive version with database• IET liaison• Work with other projects
AA308• Looking at online material• Quickish view, may miss some subtlety• Raised some questions which might be useful for new
course team
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Some questions to consider1. What are the dis/advantages for the student of engaging with the
optional components of the module?
2. Is it ok for students to be able to complete this level 3 module without engaging in dialogue with anyone else about their learning?
3. Students are asked key questions to help them internalise the concepts but are immediately followed by the answer.
4. What do the module team see as the pedagogical purpose of the forums?
5. Information literacy skills may not meet level 3 (see http://library.open.ac.uk/ILLFramework/level3.html). Is this important to the module team ?
6. Would a more varied activity profile be desirable? 33
Activity• In groups of 4• 10 pt General Digital skills for English/Philosophy
students course (10 wks)
1.Determine key topics (10 mins)
2.Use activity planner to sketch out activity (10-20 mins)
3.Use Module Map to create representation (10-20 mins)
4.Feedback & discussion (20 mins)