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Where am I posters

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Learning journeys posters

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Process model with text for interactive version 

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Process model with text for interactive version 

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elements of the model, with accompany text

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Exploring the ways students blend place and platform, and manage time, across modes of learning. There are 3 different draft layouts, with blank templates so students can create their own versions.

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The process model from Phase One

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Slide deck with seven sections, each providing options to adapt and use the process model and associated resources in workshops or strategic review.
This will be available as editable ppt slides once finalised.

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Curriculum and Learning Design Process v4

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Phase one report: Review of curriculum and learning design in UK HE

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Phase one report: Review of curriculum and learning design in UK HE

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Link includes a podcast with Helen and Sheila

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This report contains:

A review of current literature and research into blended learning and models of practice

A survey of the higher education (HE) sector on current practice/challenges around developing degree courses

A series of interviews with a range of educational practitioners

Recommendations identifying areas where Jisc could develop resources, guidance and effective partnership approaches

Key findings

Teaching and learning strategies are the main drivers for the curriculum design process in organisations

Since the pandemic, there is evidence of major curriculum reviews and new interest in modes of delivery

Learning design resources may be a route to encouraging open educational practice

There are clear links between quality assurance, quality enhancement and staff engagement with learning design

A strategic approach is needed for consistency in curriculum design and support

Staff workload allocation, staff reward structures and investment in academic staff development were key concerns

Engaging students as co-creators in curriculum and learning design is more of an aspiration than a realisation for many

Examples of practice from the sector

The University of Hull launched a new competency-based curriculum framework replacing learning outcomes with programme-level, discipline-specific competencies

As part of its digital transformation strategy, Teesside University has been rolling out a series of design bootcamps to produce an action plan

At the University of Northampton, a learning designer is on review panels, and the university has incorporated quality standards into its workshops/support

Based on the pandemic experience, UCL is keeping assessments online with a new team of digital assessment advisors to support academics and develop the assessment system

The Open University is exploring ways to use more qualitative data representing the student voice, alongside their quantitative data

Challenges for universities moving forward

To meet the challenges of flexibility around space, place and modes of delivery, universities should consider providing updated workload models. These need to recognise (and reward) the changing needs for staff to engage with design activities, evaluate their practice and provide support for innovation to engage learners.

There is a need for a shared vocabulary and understanding around modes of participation. Evidence of different student experiences and outcomes could be shared across the sector, along with examples of different ways of organising time, space, and independent and collaborative working.

"Managing any support initiatives will be tough. With limited resources 'teaching to the middle' is common. The gap between eager/advanced online tutors, those in the middle and those who are lagging behind has grown and that will have to be addressed." - Survey participant

Hear from the authors

Helen Beetham and Sheila MacNeill joined our Beyond the Technology podcast to discuss the findings from their review of learning and curriculum design in higher education. Listen to the podcast episode.

Next steps

Find out how Jisc can support you with digital tools and mechanisms to enrich the learning and teaching experience for your students on campus and in the work place.

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Approaches to curriculum and learning design across UK higher education - Jisc - Jisc

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Looking beyond the emergency responses to lockdowns and restrictions - are we delivering learning in flexible and accessible ways?

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The phase two report is available at https://beta.jisc.ac.uk/reports/beyond-blended

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'Beyond Blended': post-pandemic curriculum and learning design

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'Beyond Blended': post-pandemic curriculum and learning design

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updated lenses (24 February)

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updated lenses ( 24 February)

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A summary of issues in table form, from the Beyond Blended report

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Beyond the Technology: demonstrating digital transformation - beyond blended - post-pandemic curriculum and learning design - Jisc

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Elizabeth Newall welcomes Helen Beetham and Sheila MacNeill, who discuss rethinking learning and curriculum design in higher education in the context of the COVID-19 pandemic and the need to adapt to new challenges.

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Designed as a robust, two-sided print(able) resource?

What other types of information c/should be included?

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Beyond Blended Cards Resource Wheel mock up

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Link to ppt slides with a range of session types in the 'live online' mode

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How does the process model support strategic thinking and process review? What is missing?

Could this process model generalise across contexts?

What resources would support change in your context?

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Link to ppt slides with a range of session types in the live in-place mode

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Is the ‘post-pandemic’ focus helpful (any longer?)

How transferable are these resources to different contexts?

How could we develop these resources further, with key stakeholders (user groups) and partners?

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Link to ppt slides showing a range of session types in the asynchronous online mode

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Link to ppt slides showing a range of session types in the asynchronous in-place mode

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Please give feedback on these resources by adding comments and links in this column:
· Who might use this resource, when and how?

· What format(s) are most useable in practice?

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Do the modes of learning make sense in your context? What terminology do you use?

Do the pillars add value?

How might you use them?

What formats work best (see examples)?

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Do the lenses add value?
How might you use them in curriculum design?
How might you use them in organisational conversations and strategic thinking?
What formats work best (see examples)?