Curriculum Design - Opening up the Game:
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4 July 2012
Evidence and Practice for Responsive Curriculum Design to Widen Participation
5 July 2012
About the event
The challenge to higher education institutions of providing a truly inclusive curriculum appears to many as complex and elusive. Our response to widening participation, greater student diversity and the increasing emphasis on the student experience is critical. One of the starting points has to be in the conception and design of the curriculum itself.
The workshop engaged academics, administrators, managers and practitioners in a series of engaging interactive activities (loosely based on a ‘board game’ approach) informed by evidence, which invited critical reflection on existing process and practices in curriculum design, and the broader student experience of teaching and learning. The outcomes envisaged from these creative conversations were new strategies, approaches and opportunities for extending student engagement, retention and success of our students.
About the workshop leaders
Peter spent over 25 years in the IT industry and became a board director of NCC Group plc through an MBO in 1999. Following a planned sale of NCC Group to new ownership in 2003, Peter pursued an interest in HE and is currently completing a PhD in mobile learning at MMU. He is currently managing the JISC Supporting Responsive Curricula for MMU, a key driver for institutional change at the university.
Claire has worked in HE and FE for 20 years as a teacher, researcher and project manager. She is currently managing a JISC-funded project at the University of Greenwich , and has been working with a broad spectrum of her colleagues to enable a more agile, responsive and flexible curriculum that meets the needs of current and future learners.
Rachel works in the Centre for Learning and Teaching at Manchester Metropolitan University. The institution is currently in the middle of large-scale curriculum change and the resources being used in the seminar were developed to support the process, and particularly to involve a range of stakeholders to make sure that their perspectives were captured to improve curriculum design.