We have scoped the range of ways that this issue is dealt across the sector and in the published and grey literature. Our findings indicate the range of mechanisms including
- Academic champions
- Student champions
- Institutional Frameworks
- Centralised Staff development
- Monitoring e.g. base-lining, audits, appraisals
- Accredited courses
- On-demand resources
- Curriculum approaches.
In this workshop we focus on the curriculum approach to act as a Trojan horse, where digital capabilities can be introduced through another vehicle, that of curriculum development. This approach has a number of advantages:
- The focus on curriculum ensures that digital skills are not privileged over the academic purpose;
- The focus on curriculum ensures that academic staff are in control of the process;
- The focus on curriculum ensures the intervention is positively framed and developmental rather than focussing on skills deficit;
- There is evidence that focussing on needs of teaching and learning is the main driver for innovation in terms of the ‘early adopters’ (author 2014);
- It is an active, participatory approach in which change arises from new educational discourse (Nicol 2012).
We designed and delivered a series of curriculum design workshops using an approach that we developed drawing on principles of Appreciative Inquiry and using Jisc’s Viewpoint resources. Appreciative Inquiry is a positively focussed model for change management, designed around four stage: discover, dream, design, destiny (Kadi-Hanifi et al. 2013). Viewpoints are a set of resources, developed by a JISC Curriculum Design Project, to promote and enhance good curriculum design (Nicol 2012).
This workshop will introduce participants to this D4 Curriculum Design Approach and explain how the model has been piloted and evaluated at University of Huddersfield.
The workshop plan:
10 mins Introduction to the workshop rationale for the approach;
10 mins Design of the workshop;
20 mins Work through stage 1 of the workshop;
10 mins Structured discussion.
10 mins Report on the how we used and evaluated the approach at University of Huddersfield
This workshop will be of particular interest to educational developers and those charged with academic development within disciplines. It combines a robustly articulated design approach with a practical workshop and discussion.
Kadi-Hanifi, K., Dagman, O., Peters, J., Snell, E., Tutton, C/, & Wright, T. (2013). Engaging students and staff with educational development through appreciative inquiry. Innovations in Education and Teaching International, 51(6), 584-594. doi: 10.1080/14703297.2013.796719
Nicol, D. (2012) Evaluation of the ViewPoints Project University of Ulster [online] Available at: http://wiki.ulster.ac.uk/display/VPR/Project+Documentation
Rogers, E.M. 1983. Diffusion of Innovation 3rd ed. London: Free Press.