scholarly journals Design and development of a large Business School core interdisciplinary unit to foster blended learning during the pandemic

2021 ◽  
Author(s):  
Abdul Razeed ◽  
Thea Werkhoven
Keyword(s):  
Online Learning ◽  
Curriculum Design ◽  
Business School ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
Design Teams ◽  
Design And Development ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
Curriculum Design And Development

The paper provides a process and design overview of a large Master of Commerce unit (from hereon referred to as 'The Unit') at a University in Australia. The skills flowing from a creative and analytical mindset have been noted as crucial in the future. The Unit develops these two mindsets as complimentary by taking a multidisciplinary approach to curriculum design. By outlining the theoretical frameworks applied in the curriculum design and development and the approaches to teaching and learning, especially during the Pandemic, it is hoped that other academics and learning design teams will be able to draw inspiration that they can apply to their contexts. It is possible that the challenges that have arisen during this process may be applicable and have been experienced by other teaching teams in higher education institutions and certainly during the emergence of online learning during the Pandemic. This paper first discusses the approach we took in the curriculum design, informed by the Scholarship of Teaching and Learning (SoTL) Principles and Biggs' 3P's model of teaching and learning. The paper then focuses on design principles utilised to create the online learning management system for students.

Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework

2020 ◽  
pp. 347-364
Author(s):  
Deanna Meth ◽  
Holly R. Russell ◽  
Rachel Fitzgerald ◽  
Henk Huijser
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Evidence Base ◽  
Learning Activities ◽  
Design Studio ◽  
Learning Design ◽  
Scholarship Of Teaching ◽  
Wide Range ◽  
Curriculum Framework

This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

Curriculum Design and Development

2018 ◽  
Vol 3 (S1) ◽  
pp. 4
Author(s):  
K. Mohanasundaram
Keyword(s):  
Curriculum Development ◽  
Subject Matter ◽  
Curriculum Design ◽  
Design Phase ◽  
Language Usage ◽  
Design And Development ◽  
Development Team ◽  
Educational Methods ◽  
Curriculum Design And Development ◽  
Working Together

A curriculum development team is recommended in order to bring both subject matter and educational methods expertise to the project. Revisions and rewrites, based on feedback from these groups, must be completed before editing begins. Professional editing will assure proper language usage, readability, appropriate flow, and consistency. Professional design and layout of the curriculum, often with the editor and designer working together will assure both accuracy and a professional look. Once designed, the product is printed and/or posted online. When posting online, it is important to include accessibility features during the design phase. Once the curriculum is made generally available it should be evaluated from time to time to assure that it is of value to the users and remains current.

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