Course design intensives

  • Who is it for?

    The Course Design Intensive (CDI) is a team-based curriculum development process, intended for assessed units of provision from whole degree programmes, or even single modules or units. Typically, the process spans time, from several weeks to several months and involves consultancy and periodic workshops organised by OCSLD. CDIs are for course teams who have already decided to develop one or more specific curriculum objectives, e.g:

    • new degree programmes

    • technology enhanced and blended learning / distance learning / academic multimedia

    • assessment innovation across the programme

    • problem-based learning

    • redesigning for graduate attributes and enhancing the learning experience.

    They are also for course teams who are implementing a new module and require support with any of the above aspects.

    The idea is that course teams bring their aims, syllabus, learning outcomes, assessment regime, as well as any staff involved in the delivery, including lecturers, learning technologists (or digital media and elearning developers), academic liaison librarians etc, Where possible, we will schedule two or more programme teams for the same half-day to enable cross-team fertilisation of ideas; a technique that has proven highly successful in previous CDIs. The aim is to do course design in a concentrated, collaborative way.

    Originally developed to support Technology-Enhanced Learning, CDIs worked so well that they are now used to support curriculum development of all kinds. The process has been adopted by several UK universities, and the format is currently being, and has been employed at several universities in the UK and Australia.

    As an introduction to the CDI process we are holding two introductory sessions in January 2017. These introductory sessions will not require an entire programme team, but instead will provide individual teaching staff with an opportunity to share their ideas with others, to identify key changes they wish to make to their programmes, and to identify some mechanisms to address these changes. The intention is that, once you've had a taster of what the process can offer, you will be enthused to return with the rest of your team to develop a particular programme in more depth. For dates see the box to the right.

    Structuring the next steps in making the changes to your course / module. Working with whole course teams towards formal design changes. Our new CDI site collection

    • Identifying key issues to be addressed; what are the current strengths and weaknesses in current format of learning provision.

    • Analysing the transition in student experience to be undertaken.

    • One-to-one consultations with learning design experts, what learning activities, assessments or technology-enhanced learning can address these issues?

    • Sharing experience and identifying existing expertise to be drawn upon.

    • Linking to the Brookes TEL framework; how does your development link to institutional strategies.

    • Activity planning; what is the timeline of changes that must be undertaken, and by whom?

    At the end of the workshop participants will have a set of clear objectives of learning activities and/or assessment practices to be implemented, together with resources and technologies that can support these activities, and a specific set of actions to reach implement these changes.

    Programme leads are asked to consult directly with workshop facilitators Mark Childs or George Roberts to secure a date.

    As a general guide the minimum lead in time for a CDI request is at least 6-8 weeks.  This acknowledges the time taken on both sides to organise the logistics for the day.

    For workshop purposes, teams can be of any size, however we would suggest as a minimum

    The key members of the lecturing team of the programme, a DMELD from within the faculty and if possible the Academic Liaison Librarian for your faculty. Other specialist input (e.g. from OBIS, or academic multimedia production).