Ann's Learning design for the whole institutional curriculum
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13 January 2013
I am working at the Open University and have recently been involved in creating and agreeing ways that the institution can move forward in developing its approach to teaching and learning for students to ensure a baseline of consistency in what is provided for students. This is not only an issue of quality control, but also approaches to teaching and learning that don't make assumptions about the motivations and interests of students coming to our institution to learn.
This agenda for change is also influenced by UK government policy and ideas by many people about the nature of learning in the future - academics, financila people, policy makers, student support services, students and comentators on our environment, employers, politicians etc. Overall in this conversation is a sense of 'change' driven by technology - elearning, open educational resources etc, and I was struck by a comment in the introductory prezzi suggesting that the structure of 'old' universities, the physical form of the classroom determined the approach to learning as - well, one way and non-constructive, delivery rather than participatory. I am not sure I agree, the oldest universities brought people together in a very positive way, yes to learn, but also to share and to discover knowledge together - these groups were and are inherently social, so what was and is the key to learning for a whole institution?
a learning design to help to find the locus of curriculum for an institution, is this the process of delivery? the mission? the students left to define learning?
Parameters: the nature of certification, what will badges do for people ( that haven't already got degrees, the social trappings of approval and cultural capital of working in a university?