Curriculum design, employability and digital identity

Editor's Notes

1. Curriculum design, employability and digital identity This session will explain why and how we at University of Huddersfield we have been using a curriculum planning process using Appreciative Inquiry to support course teams in curriculum development in the process of  embedding digital literacy in the curriculum. We have extended this approach to focus on employability and digital identity using the ViewPoint approach. 15 mins plus 10 mins qs
2. Explain the project cycles based on DL and strategic project for cycle 1 Cycle 2 based on revising the project to address employablity
3. Sue
4. Experiential workshop approach similar to salmon’s Carpe Dium – which runs over 2 days, but ours just 2.5 hours In course teams Includes LTA librarian Facilitated by Liz and Sue
5. Team intros and sharing ideas Sue
6. Sue
7. Sue Discover is the past Dream is envisioning the best future Design putting this into reality Deliver action planning
8. For employability mapping exercise Part1: Draw a mind map or other diagram to represent the ideal graduate attributes. Choose a different person from your group to feedback your ideas to the whole group later. (10 mins) Part2: Map your modules onto the list of attributes - is anything not covered or done too much?
9. This stage takes place at the level of an activity ie the micro level rather than macro = whole course, or miso looking at development across 3 years of a set of skills. For employability Development takes time – months and years. Development takes practice. Students need to hear, repeatedly, what it is intended that they learn in order to understand what that means, to know ways of judging what they have achieved, and to see how to improve. Ideally, this would mean programme-level planning having priority over planning at the level of the module. (Mantz & Yorke 2006, p.7) Just use the Learner Engagement Cards. We need an example for them of what the final thing may look like – applied to a different learning activity. They can use their own example instead of the poster one. Learning activity – keep it focussed on this Input employability Liz Employability through the whole curriculum eg vocational courses Employability through the core curriculum eg some modules being more relevant to employability than others. Work based, work related components within the curriculum eg placement modules, sandwich years Work based, work related components in parallel with the curriculum eg work experience gained outside the curriculum Gloucester – Career Hub software, time give to staff and students from SMT, A future plan in a framework, self assessment qs, marketing of the A future plan brand Language of creating an employability proposition
10. Employability cards take the 36 employability attributes from HEA model and reduce them to 7 categories which makes them more useable for academics
11. Back of the digital identity employability card
12. This is for the dl workshop It involves a design of an activity For employability we do a whole curriculum planning activity and colour code
13. Sue Their task is to plan how they take this forward. For DL they go back and reflect on the task 1 and 2 to see how they have incorporated graduate attributes and ideal learning experience.
14. Positive Participatory Experiential Enabled principled dialogue Which allows space for critique and critical engagement Can be tailored for single learning activity or for programme level planning
15. So the argument is that you need to provide the space for principled dialogue about this agenda otherwise we risk getting strategic compliance. Why it works; Creates a space for principled critique to top down initiatives Tick box and skills focussed; Needs to be embedded within disciplines; Techno- centric approaches can be prevalent; Eg come and learn how to use Word; Not relevant in my discipline; Presents a social justice agenda for employability using Bathmaker article Ways that it works Frames change positively (AI) approach Action orientated (AI) Uses view points cards which were tactile and straight forward 6 cards not 36 Team based way so provides the dialogic space Team based so helps to unfreeze change (Lewin) and sustain change Team based which is what cross curricula thematic priorities need to be not siloed