Integrated

Curriculum

Design

Framework

Dr Roisín Curran and Colette Murphy

Centre for HE Research & Practice

26 September 2018

Ulster's Model of Constructive Alignment

Course Design

Learning Communities NSS 21, 22

NSS 5, 6, 7

Organisation & Management - NSS 15-18

NSS 15 Roles and Responsibilities

NSS 16

NSS 17

NSS 18

Sustainability

Internationalisation

Analysis

QAA Quality Code

PSBR

NI Economy 2030

Skill Barometer

5 & 50

Employers

Students

Research Informed teaching

1 Learning Outcomes

A&F 5 - Encourage Positive Motivational Beliefs

2 Assessment Brief

AUTHENTIC ASSESSMENT

NSS 7

A&F 7 Encourage Interaction & Dialogue

A&F Give Assessment Choice

3 Assessment Criteria

NSS 8, 9, 10

A&F 1 Clarify Good Performance

4 Curriculum

Disciple Knowledge/Skills

Integrated Curriculum

Employability

Information & Digital Literacy

5 Pedagogy

LEARNING LANDSCAPES

Active Learning Pedagogy

The 8 Learning Events

Creates

Practices

Explores

Receives

Debates Imitates

Experiments

Meta-learn

s

Enquiry Based Learning Approach

inc. Collaboration

Assessment

NSS 8, 9, 10, 11

A&F 2 Encourage time and effort on task

A&F 4 Provide Opportunities for Feedback

A&F 6 Developing self reflection

A&F 3 Deliver high quality feedback

CLIMATE ??? Engagement

Communication - NSS 19

Universal Design Principles

Widening Participation

Designing for Internatinal Students

Evaluation & Review

A&F Inform and Shape your Teaching

GA3 - self-confidence, global citizenship, ethical leadership, and a commitment to life-wide learning, professionalism and employability

GA1 - Subject-specific knowledge and skills informed by current research and professional/vocational practice

GA2 - flexibility, creativity and an entrepreneurial approach to problem solving

GA4 - effective collaborative working, communication skills and the capacity for reflective practice, including the ability to give and receive feedback

Revalidation as an opportunity…

Quality Assurance

Quality

Enhancement

Quality Assurance and Enhancement

Centre for Higher Education Practice and Research

Typology of Curriculum Design

Course

Module

LearningActivities

Distributed DesignEnquiry Based Teaching ApproachesConstructively Aligned Curriculum

Active Learning – Knowing, Doing, Being

Ulster’s Integrated Curriculum Design Framework

Holistic Design

Curriculum DesignCurricula dimensions

(Barnett and Coate, 2005)

Knowing

ActingBeing

Designing for success: knowing, doing and being

• What does the student need to know?

• What does the student need to be able to do?

• What does the student need to be?

Roisin Curran and Colette Murphy

(Toolkit for curriculum design – work in progress)

S3: Team Course Design Integrated Approach

Ulster Learning Model

Research Informed Teaching

Enquiry Based

Teaching

Digital & Information

Fluency

Employability & Enterprise

Inclusive Design

Ethics & Sustainability

Curriculum Design Principles

Employability Integration

• Use of employability/student experience data and metrics to influence curriculum design

• Employer and alumni engagement • Identification of skills and skills gaps

• Co-design and delivery within modules

• Internships, placements and graduate opportunities

• Support with module design strategies for employability and enterprise

• Development of co-curricular pathways for students (graduate road map)

Ulster Integrated Curriculum Design FrameworkEight-staged approach

8 Post Approval Event Response & Revisions

7 Course Approval Event

6 Final Documentation - Edit & Submission

5 Team Course Alignment & Development

4 Module Design & Development

3 Team Course Design

2 Stakeholder Engagement

1 Contextualised Research & Analysis

Ulster Integrated Curriculum Design FrameworkEight-staged approach

5 Course Alignment & Development

4 Module Design & Development

3 Team Course Design

2 Stakeholder Engagement

1 Contextualised Research & Analysis Alignment to Government, Occupational Discipline Standards, Global Skills.

Alignment to Industry, Service Users, Student Body

Prog. Spec, PLOs. Assessment and T&L Strategy

Integrating Knowing, Doing & Being

Programme LO Matrix, Assessment Matrix, Progressive Development of Integration of Curriculum Design Principles

S1: Contextualised Research & Analysis

CBI/Person July 2017. Helping the UK Thrive. http://www.cbi.org.uk/index.cfm/_api/render/file/?method=inline&fileID=DB1A9FE5-5459-4AA2-8B44798DD5B15E77 [Accessed: 25 June 2018]

Fourth Industrial Revolution

NI Skills Barometer Ulster University, Economic Policy Centre, June 2017. Northern Ireland 2017 Skills Barometer. Available: https://www.economy-ni.gov.uk/publications/ni-skills-barometer[Accessed 17 Dec 2017]

Skills Crisis in N. IrelandMacFlynn, P., 2017, A Low Skills Equilibrium in Northern Ireland? Nevin Economic Research Institute. https://www.nerinstitute.net/download/pdf/a_low_skills_equilibrium_in_northern_ireland.pdf [Accessed 5 Dec 2017]

Economy 2030Enhancing Education, Skills & Employability

https://www.economy-ni.gov.uk/sites/default/files/consultations/economy/industrial-strategy-ni-consultation-document.pdf [Accessed 25 April 2018]

Teaching – Research Nexus

Healy, M. 2005

Activity On the provided map, where is your current Teaching-Research Nexus? Where do you intend it to be in your new module?

Who are our students?

S2: Stakeholder Engagement

Murphy, C. 2016. Co-designing Curricula with PG Cert. Adult Learners. Southern Regional College.

Murphy, C. 2016. Co-designing Curricula with Employers and Alumni. Ulster University Business School, Marketing UG/PG Programmes.

S3: Team Course Design Integrated Approach

Ulster Learning Model

Research Informed Teaching

Enquiry Based

Teaching

Digital & Information

Fluency

Employability & Enterprise

Inclusive Design

Ethics & Sustainability

Curriculum Design Principles

Centre of Excellence in Enquiry-Based Learning. A spectrum of EBL Approaches. http://www.ceebl.manchester.ac.uk/images/diagrams/ebl_diagram.gif. Accessed: 23/04/18

S3: Learning and Teaching Methods

S3: Programme/Module Assessment Strategies

Assessment As learning as an approach

S4: Module Design

Murphy, C. 2016. Co-designing Curricula with Learners. Southern Regional College.

S5: Course Alignment and Development

Partnership through Cross Collaboration

Students

Academic Community

Education

Academic Support

Departments

CHERP Support

Faculty Contacts

AHSS Vicky Davies with Richard Beggs & Dr Amanda Platt

CEBE Richard Beggs with Dr. Roisín Curran

L&HS Nic Bartholomew with Dr. Sarah Floyd

UUBS Colette Murphy with Nic Bartholomew

Master in Education: Launching in January 2019

Leading Team Based Curriculum Change Dr. Roisín Curran & Colette MurphyTarget Audience: Subject Unit Co-ordinators, Course Directors, AHoS.

Thank You

Dr Roisín Curran

Professional Development Manager

r.curran@ulster.ac.uk

@Curran_Roisin

Colette Murphy

Digital Learning Development Manager

c.murphy1@ulster.ac.uk

@MurphyColette21

References

Barnett, R. (2014) Flexible pedagogies: preparing for the future https://www.heacademy.ac.uk/flexible-pedagogies-preparing-future

Curran, R., Murphy, C. (2018) Integrated Curriculum Design Framework. Unpublished.

Faulkner, AG (2017): Programme Approval, Management and Review Handbook. Coleraine, Ulster University http://www.ulster.ac.uk/academicoffice/courseapproval.html

Ulster University (2017) Assessment Handbook. Coleraine, http://www.ulster.ac.uk/academicoffice/assessmenthandbook.html

Ulster University Learning and Teaching Strategy http://www.ulster.ac.uk/centrehep/teaching_and_learning_strategy/

QAA Quality Code

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code