Learning Design Approaches to Curriculum Redesign: A Case Study

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This paper explores the learning design process a practitioner underwent when tasked with re-designing the curriculum for a fully online programme of study for a campus-based UK university. The process entailed constructive alignment, which is implemented by using the stated learning outcomes as a mechanism to check that the expected learning is likely to take place. The use of learning and teaching taxonomies and the mapping of pedagogy with appropriate technologies aims at avoiding a pitfall of producing e-learning design that mirrors existing practice. Using this approach it has also been possible to identify learning outcomes that have not been addressed within the current online provision. This has allowed the creation of robust pedagogically sound innovative generic activity sequences to be created at the appropriate meta-cognitive level. Furthermore these sequences tap into a variety of learning theories including, social constructivism and situated learning.
The paper proposes that such an approach yields numerous advantages to institutions and practitioners (and ultimately the learners) that are tasked with curriculum re-design including re-use of design models and processes, resource planning and the identification of roles in complex professional subjects. These advantages will be discussed as will the issues relating to their implementation.

Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity

Paper: , , , Learning Design Approaches to Curriculum Redesign

I began my career as an Educational Software Developer designing interactive multi media for the web and CDROM. I then moved into course design employed as an Educational Technologist. I previously worked for the Open University and helped them to configure aspects of their Virtual Learning Environment and e-Portfolio based on faculty requirements. I worked with course authors, using a Learning Design approach, to describe and refine activity sequences, create online learning journeys and make best use of the first generation VLE tools. I currently provide a consultancy service to Nottingham Trent University to support a process of curriculum redesign and pedagogical approaches that embed the use of learning technology as appropriate. My main interests lie in using new technology in innovative ways to help support learning. I have keen interest in the Personal Learning Environment concept and how this environment communicates with institutional systems.