Supporting Curriculum Design - Workshop 2

The second workshop in the 'Supporting Curriculum Design' programme of activity took place on 24 January 2012. The workshop was facilitated by staff from the Learning and Teaching Support Team and members of the JISC funded Digidol Project Team. In the below video, Dr Sarah Williamson (Head of Learning and Teaching Support) gives an overview of the second workshop.

Supporting Curriculum Design

In line with the new Education Strategy for Cardiff University, the PALET Project has recently launched a new series of staff development workshops titled ‘Supporting Curriculum Design’, which brings together staff involved in developing curriculum in an Academic Session to work together as a ‘cohort’. Staff from a range of discipline areas signed up to participate in the programme of activity and the first in the series of three workshops was held on 6 December. In the below video, Dr Sarah Williamson (Head of Learning and Teaching Support) gives an overview of the first workshop.

Alongside the Supporting Curriculum Design programme of workshops, we are exploring whether it is possible to create a system of ‘cohort electronic networking’ to link academics in individual and in different Schools, and between academics and education and quality assurance support staff, to continue collaborating between workshop sessions and have rich conversations about curriculum design. We have set up a ‘Community’ area in ‘Lotus Connections’ to support peer discussion and collaboration and to build up a ‘knowledgebase’ of curriculum design resources and guidance.

Holy Grails - A Groovy Solution

One of the main PALET project requirements was to create a single source of course data that can be reused across our corporate systems. This will provide students with a consistent view of programme and module descriptions irrespective of which system they are using e.g. school web sites, prospectus, VLE, printed handbooks and so on.

To achieve this we firstly extract, transform, and load data from our student records system to our data hub giving us a clean and simple structure to report from.

To allow access to this information it was decided to use a Representational state transfer (REST) architecture to provide standard web services. These can be used by schools to reuse the data as they wish, and allow other systems to consume the data.

Development of the RESTful service was undertaken in house using Grails (http://grails.org/). This is an open source web framework, which uses the Groovy programming language (which is in turn based on the Java platform). Grails incorporates Hibernate and Spring frameworks under one umbrella. It is intended to be a high-productivity framework by following the "coding by convention" paradigm, providing a stand-alone development environment and hiding much of the configuration detail from the developer.

It has been a challenge to get Grails to work with a legacy database. The framework works best when you allow it to control the database design and constraints. Once the framework ‘understands’ our database design, the process to create the services and map URL’s is very easy. Building functionality so that users can switch between output formats e.g. html, json, xml works very well.

The architecture used in this project is the first of its kind in Cardiff University and is rapidly becoming the standard to produce a whole catalogue of data services, which are robust and efficient.

Web Services and Portal Developments

A production web-service for publishing module descriptions is now available and ready for testing. This service surfaces module data held in SIMS via the University data hub.

Upon completion of the PALET Programme Structures workpackage in July 2011, the data hub will be developed further to hold programme structures and programme information for students. A web service will then become available to share this information across systems.

We are currently working with a number of pilot schools to develop ways for them to include the module web-service in school web pages, Learning Central (Blackboard) and the portal.

The next step is to write the specification for the Programme Management portlet. Features that may be included:

• Direct access to SITS tasks to manage and seek approval for module and course data;

• Facility to review existing module and course descriptions;

• Tools to help schools develop course handbooks;

• Support for curriculum design.

Students As Partners

Last week, Sarah Ingram (Academic and University Affairs officer, Cardiff Students’ Union) and I attended the second ‘Students as Partners’ meeting, held as part of the Higher Education Academy ‘Future Directions’ work. The meeting was attended by staff from almost all institutions across Wales, who were accompanied by a range of current and incoming Student Union Officers.

The Student Union Officers described the current levels of engagement between staff and students at their University.  The group also discussed the plans for the future, to ensure more opportunities for partnership working between staff and students. There were some good examples of how some institutions already work in partnership with students, but it was recognised that ensuring a consistent approach to partnership working across the whole institution was challenging.

Three projects/reports were then discussed as examples of good practice – links below:

1. Birmingham City University – Students as Academic Partners;

2. HEA on Student Engagement;

3. Exeter University – Students as Change Agents;

We then broke into smaller groups for the rest of the meeting, to the definition of ‘Students as Partners’ and what we can do to establish more opportunities for partnership working going forward. We discussed the usefulness of working with members of student societies to gain discipline specific student views and also the importance of providing the appropriate training and knowledge to students to enable them to work in partnership with staff and feel enabled to make decisions.

Working with Students as Partners is a key to the new Education Strategy at the University. As we move forward with PALET, we are seeking to ensure that we work more closely with students to explore ways in which they can become more involved in the design and review of the curriculum.

For more information about the HEA Wales Students as Partners work, please visit wiki page for the group at:http://studentsaspartners.wikispaces.com/Meetings

Guest Blog Post – Registry, Governance and Students Directorate Away Day

Guest Blog Post from Richard Williams, PALET Project Team (Student Systems Development)

Each year, colleagues across the Registry, Governance and Students (REGOS) Directorate are invited to attend an away day. The away day this year (April 2011), included presentations from Dr David Grant (Vice-Chancellor) and Professor Elizabeth Treasure (Deputy Vice-Chancellor) on current and planned developments within and outside the University. The theme of the away day was, “Supporting and Enhancing the Student Experience and Managing Change”. 

As part of the group discussions it was suggested that SITS system should be used as the single source of all student related information, in order to provide a more holistic, consistent and improved experience to students and avoid duplication of effort and information across different systems. It was good to hear that the work that we are undertaking as part of the PALET project aligns directly with the wider institutional aspirations that were being discussed at the away day. PALET is working to develop processes to facilitate the capture of student focussed module and programme information (i.e. to populate programme specifications) in the SITS system. This will enhance the Student experience by enabling the dissemination of accurate and reliable programme information, from a single source. The new programme structures that are also being worked on as part of the PALET project should help to provide clearer and transparent programme information to students.

The away day provided a good opportunity to discuss with colleagues the work undertaken across REGOS as a Directorate and how we are working to enhance the experience of our Students. It was encouraging to hear both Senior Staff in the institution and colleagues across REGOS supporting the principles of consistency, transparency and single source information – all of which are key principles informing the work of PALET.

Video Blog Series: Students and Curriculum Design

Sarah Williamson, Head of Learning and Teaching Support at the University gives feedback from a student focus group exploring how students are/could be involved in Curriculum Design activities. At the students focus group, we explored the following areas:

• How do you learn best?
• What teaching methods or learning activities help you to learn best?
• Are different teaching methods or learning activities more appropriate to different topics/subject areas?
• Do you know how you'll be taught certain things? Where does that information come from?
• Do you think you have the knowledge/understanding to make decisions about course design? How would you want to use the knowledge?
• Would you like to be involved in helping to design how a course is delivered? How?
  

PALET SpicyNodes - Communicating the Project Scope

We have been exploring ways to document and communicate the broadened remit of the PALET project and clearly define the scope of the different workpackages/sub-projects that now fall under the PALET umbrella. In an attempt to do this, we have developed a 'SpicyNodes' map, which you will find below. This is a starter for ten and we intend to build upon this - but we thought we would share it sooner rather than later to communicate what the project is working on. Comments welcome!

Video Blogging - Introduction

Stephen Griffiths (PALET Project Manager) gives and introduction to the series of PALET Video Blogs that will be made available in the near future.

Poachers, Gamekeepers and all That

Well, I have been managing PALET with Georgia for about six/ seven weeks. Having spent a long time on the 'outside' of the project looking 'in' it has been a revelation to be on the 'inside' looking 'around' and 'out'. I feel a bit like a poacher turned gamekeeper!  

Georgia and I are now deep in the process of scope 'shaping' and 'refining' with colleagues,  and process development in respect of the 'approval' element, the business case, and curriculum design.

Having moved from 'approval management' (AM) in the first half of the project to 'programme management' (PM) in the second half, we are working on module management and programme structures (all things that will come to fruition in 2011). We are also looking at the business case again, thinking our way through curriculum design (especially the tricky relationship between the formal process and informal support elements), and exploring how we could 'fuse' the two to simplify the process for academic schools and 'ease' the burden of support for the administrative directorates.

Now that I am getting on top of everything (thanks to Georgia!), we are starting to make progress on all fronts.

I was planning to do this as a video log but I can't trust myself to not cough (after flu last week) in the middle of it. So, a shortened written entry for now and a promise that we will do regular video logs in 2011.

Trust you all have a great Christmas and a Happy New Year.     

The PALET Motherboard

The PALET motherboard has been developed to provide a visual snapshot of some of the key links that exist between the PALET Project and a number of other projects and strategic initiatives underway at Cardiff University and in the wider HE environment. It is important that the project links with, feeds into and feeds from these initiatives to allow PALET to achieve maximum value and to ensure that the outputs are sustainable and can be further developed after the life of the project.

To download a Powerpoint slide of the motherboard, please visit THIS LINK.

JISC Programme Meeting: Brass tacks: Key challenges in delivering a flexible curriculum

Last Wednesday, Andy and I travelled to Birmingham to attend the JISC Programme Meeting for all of the JISC funded Curriculum Design projects. The meeting started with a general update from the JISC about the activities that the organisation will be focussing on over the next few years, to name a few - technology enhanced assessment and feedback, learning and digital literacies and learner achievement and learner data. Next, each cluster group (A, B and C) gave a short report back on the work of the clusters and progress with individual projects. 

The first main agenda item for the day was concerned with 'Managing Course Related Information' and included presentations from several projects, including OULDI (Open University) and PiP (Strathclyde University). I was struck by just how many projects were facing almost identical challenges, despite the core focus of the projects being different. It seems that the other projects have also opened a "Pandara's box" of challenges, in seeking to revise and enhance different aspects of Programme Approval/Curriculum Design.

I was interested in the representation of different 'course views', being developed as part of the OULDI Project. The idea seemed to be that five course 'views' (listed below), can be used to interrogate, and represent a programme of study: 1. Design Decision Tool; 2. Course Map; 3. Pedagogy Profile 4. Cost Effectiveness; 5. Course Performance. The project is aiming for better articulated courses, which are more cost effective. In defining the detail of the new approval process designed by PALET, we are starting to consider our reporting requirements at various stages of the process. It might be useful for us to consider developing these requirements in a similar way - i.e. the reports generated during the process being a different 'representation' or 'view' of the programme, dependent on the information needs of the stakeholders involved at each point.

The presentation given by the Principles in Pattern (Strathclyde) Project Team, could have easily been about PALET. The team have been exploring very similar challenges to us, with regards to their current programme approval process: little standardisation, the same information presented in different ways depending on the School/Directorate, no version control when developing programme information, a focus on what will be taught rather than on learning opportunities - all things that were identified during the review undertaken through PALET. In fact, if comments on the twitter feed (#jisccdd) were anything to go by, these challenges seemed to chime with most of the institutions present. It will be interesting to see how the projects unfold and work to address similar challenges in their own, and often very different contexts.

Many of the projects funded under the programme also seem to be involved in some sort of process mapping at the moment. There was a general consensus that it might be useful to work across cluster groups/across the programme to share practice, to avoid reinventing the wheel. We'll see if and how this will be taken forward...

Final comment: A one day meeting just wasn't long enough!

The CAMEL Trail: SEDA Conference 2010

After a gruelling 5.5 hour train journey last week, Andy and I arrived in Leeds, ready to present with the rest of Curriculum Design Cluster B, at the SEDA Conference. The conference aimed to explore and debate the issues around ‘Communities of Learning’.

Our Cluster Group ran a session called ‘The CAMEL Trail’, which aimed to share the collaborative and supportive ‘CAMEL’ approach that we have adopted, the activities and themes that we have explored as a group, and how each project has gained from being part of a CAMEL community. Through the session, we aimed to explore the benefits of using the CAMEL approach and shared top tips that session participants may be able to apply to their own contexts.

We started the presentation with an introduction to the CAMEL model and how it has been adopted by our cluster group. We outlined the themes that have been focussed upon during face to face meetings, the activities that have been run, the tangible outputs that have been achieved and the benefits of adopting the approach and working collaboratively.

Following this initial introduction, a wider open group discussion took place, exploring the benefits and pitfalls of the approach in more detail. Discussion started around the funding required to help facilitate such collaboration. JISC (funders of the Curriculum Design and Delivery projects) have allocated funding specifically for CAMEL Cluster meetings. The host institution receives a set amount of funding to contribute towards the costs of running a CAMEL meeting. Participants at the SEDA session were interested to find out, ‘what’s in it for the funders?’. Marianne Shepherd, Co-ordinator of the JISC Design and Delivery Programmes advised that JISC had found the CAMEL approach useful in providing projects with another layer of support (i.e. peer support), an opportunity to build upon commonalities between projects so as not to reinvent the wheel, and had also resulted in programme level outcomes (e.g. Dissemination at Conferences, journal articles etc).

During the session, we discussed other approaches and models to facilitate collaboration and support across the HE sector – for example the Centres for Excellence in Teaching and Learning (CETLs), amongst others. There was a general feeling that there is a need on a national level, for a more consistent approach towards the management and co-ordination of support networks. Also, it was felt that more emphasis needs to be placed on the coordination and sharing of project and outcomes, both at a University level and on a wider scale. It was felt that a Central Educational Development Unit (or equivalent) would be the most appropriate and useful place to share outcomes within a University.

It was suggested that given the nature of the Curriculum Design projects, it may be useful to host a CAMEL event aimed at the Pro-Vice Chancellors from the institutions in the cluster… now there’s food for thought…..!

I attended a couple of interesting sessions during the rest of the Conference, including a workshop exploring the Student Experience of Final Year Students and a talk from the soon-to-be President of the National Union of Students (NUS), Aaron Porter.

"No CAMEL route is long, with good company" – Turkish Proverb

It’s nearing the Easter break and there is no doubt I’m wishing away the time until Good Friday – but, I’m feeling refreshed, enthusiastic and excited about the PALET Project once again. I can only draw one conclusion - I must have been to a CAMEL meeting! Andy (Lloyd) and I spent Wednesday/Thursday of last week meeting with staff from four other institutions, all working on similar projects to PALET under the ‘Institutional Approaches to Curriculum Design’ programme, funded by JISC. We take it in turns to host, and this time it was the turn of colleagues from the University of Greenwich. We had a busy agenda for the two days, including the following:

Generic customisable process template (Day 1)

As a cluster, we discussed the potential for the development of a shared and customisable curriculum design and approval process map. We spent time exploring the key questions around the curriculum design and development process, looked briefly at the current practice in project institutions and finally discussed the potential development of a common model. The cluster then began to consider whether the high level model developed by PALET, could be adopted as a common model across institutions. It was felt that if the cluster could agree a common model, then it might be possible to begin collaborating and sharing resources – for instance common and customisable templates, guidance notes, business case development tools etc. We agreed to explore this further offline, and other projects will soon be offering their comments on how well the PALET model fits with their own institutions – should be interesting.

Evaluation Update (Day 1)

The session explored the various approaches that are being used by the projects – which range from completely independent through to entirely embedded. The cluster discussed evaluation methods – both the evaluation of the more tangible outcomes emerging from projects, and also the importance of evaluating more intangible elements, for instance stakeholder engagement.

Cluster Dissemination (Day 2)

The Cluster is due to present at the SEDA Conference in May, the theme of which is ‘Communities of Learning’. Our cluster is presenting on the ‘CAMEL’ model, our experiences of working in this way and the potential benefits and pitfalls that it can bring.  For more information, please visit the SEDA website.

Student Engagement (Day 2)

We had a useful session exploring how each of the institutions had engaged with/intended to engage with students in their projects. Several of the projects reported that the students at their institution felt over-surveyed, and were making use of data that had been collected for other purposes instead. Birmingham City University (T-SPARC) described a strategy to embed students in the programme development/approval process, through a method of “co-creation”, facilitated by payments of £10 per hour to students. We were all very interested to hear more about this, and agreed that student engagement should feature on the agenda for the next CAMEL meeting in Birmingham.

Quality Assurance / Quality Enhancement Session (Day 2)

Day 2 of the CAMEL meeting was rounded off nicely by a session with Peter Findlay, Assistant Director at QAA for Higher Education. Peter summarised how the QAA works at the moment, and gave an indication of the potential changes on the horizon (e.g. a greater focus on the quality of student learning experiences, more meaningful student involvement in quality processes and clearer information to be made available to students about the pathways open to them and what is expected of them.)

The session was of particular interest to us at Cardiff, as it focussed on how the QAA might respond to significant changes to quality process, which of course is fundamental to the PALET Project. Peter stressed that the QAA welcomes institutions that are looking to enhance and develop their processes and that most QAA requirements are more negotiable than is commonly believed (as long as the HEI has a clear rationale!) He indicated that the QAA will accept a degree of risk in a process, as long as quality standards and the quality of the student learning experience are not harmed.

Peter advised that the work of our cluster group is of great interest to the QAA, and has the potential to be very influential, as it clearly addresses significant aspects of the QAA agenda. Peter agreed to provide feedback on the high level process map developed by PALET, and we’re looking forward to working with him, and the QAA, as the project progresses.

Social Activities

A valuable part of each CAMEL event is the social activities, which offer a good opportunity for cluster members to reflect upon the sessions of the previous day, continue informal discussion about projects and build good relationship and mutual trust between project teams. Our hosts from Greenwich took us for an early evening walk to the point where East meets West at the Greenwich Meridian Line at the Royal Observatory of Greenwich. This was followed by an evening at the Trafalgar Tavern on the banks of the Thames, and once popular with the likes of Charles Dickens and William Thackery. The cluster also enjoyed a session to reflect upon the activities and outcomes of the CAMEL, whilst spinning around on a capsule of the London Eye - Andy and I were unable to attend (a good job as we’re both petrified of heights!).

All in all, a very successful and positive CAMEL – I look forward to the next one hosted by Birmingham City University later this year.

Lean: Doing right things righter

It's exactly one year since I started work here at Cardiff University, as a Project Officer for the PALET Project, which will pilot a more agile and flexible process for the development and approval of new programmes of study at Cardiff University. As the project title might suggest (Programme Approval Lean Electronic Toolset), from the outset, PALET has utlised Lean Thinking methodology for process improvements.

Christine Stewart (Director of LEAN) and her team have been heavily involved in PALET to date, and we've really benefited from the experience and LEAN expertise. I have recently attended the LEAN Skills for Managers Training, which aims to equip managers with the ability to apply lean thinking in their part of the organisation. Over a period of 16 weeks, we have learnt various skills, tools and techniques that have helped us all undertake a small LEAN project of our own. The training has included sessions on the following; Current state mapping, data collection, future state mapping and implementation. The last training session is scheduled for Thursday, during which we'll be focussing on the evaluation and review of process improvements. 

I have found the course invaluable and I'm sure that the knowledge of Lean principles, tools and techniques will continue to be of use for the remaining two years of the PALET Project, and beyond. On reflection, perhaps earlier exposure to more of the detail behind the principles of Lean and the different tools available might have been useful. I wonder if perhaps a session on Lean could be included as part of the induction package to the University... just a thought!

 Right, on with trying to do the right things righter...