Curriculum design

  • Curriculum design underpins much of our work.

    Our implementations of blended and e-learning have been underpinned by an understanding of design for learning and investigations to help us understand the processes by which practitioners go about design.

    We have been running and evaluating our Course Redesign Intensives at Brookes since 2003.

    Internationalisation of the curriculum is about students developing global perspectives and cross-cultural capability in order to be able to perform, professionally and socially, in a multicultural environment.

    The main aim of the Reinvention Centre CETL was to integrate research-based learning into the undergraduate curriculum. The purpose is not simply to teach undergraduates research skills but to enable undergraduates to become involved in research and integrated into the research cultures of their departments. This theme has close links with the School of Education's Curriculum, Pedagogy and Assessment research group.

  • CABLE Transfer, with the University of Hertfordshire to evaluate their embedding of blended learning through course design workshops.

    The Higher Education Academy funded Pathfinder project supported the initial development and early evaluation of the Oxford Brookes Course Design Intensives workshops.

    • Dempster, J. A., Benfield, G. and Francis, R. (2012) ‘An academic development model for fostering innovation and sharing in curriculum design’. Innovations in Education and Teaching International, 49( 2): 135-147.
    • Roberts, G., Mackness, J., Waite, M. and Lovegrove. E. (2012) What is necessary and what is contingent in design for a massive open online course? Paper presented at Open Horizons: Sharing the Future July 2012, Aston University, Birmingham.
    • Benfield, G. (2008) e-Learning Course Design Intensives: Disrupting the norms of curriculum design. Educational Developments, 9(4), 20-22.
    • Carroll, J. & Li, R. (2008) Normative guidance on assessed group work in culturally diverse groups: useful and/or appropriate? in Using formal and informal curricula to improve interactions between home and international students, 20 June 2008 , Oxford Brookes University.
    • Beetham, H. & Sharpe, R. (2007) (Eds) Rethinking pedagogy for the digital age: designing and delivering e-learning. RoutledgeFalmer, London.
    • Deepwell, F. and K. Courtney (2007) Envisioning potential: stories of networked learning designs from a UK university, in S. Heilesen & J. Sisse Siggaard (eds.) Designing for networked communications: Strategies and development, Hershey, London, Melbourne, Singapore: Idea Group. 167-186.
    • Seale, J., Boyle, T., Ingraham, B., Roberts, G. & McAvinia, C. (2007), Designing digital resources for learning. In G. Conole and M. Oliver (eds) Contemporary perspectives in E-learning research. RoutledgeFalmer, London , pp121-133
    • Sharpe, R. & Oliver, M. (2007) Designing courses for e-learning, in H. Beetham & R. Sharpe (eds) Rethinking pedagogy for the digital age: designing and delivering e-learning. RoutlegeFalmer, London.
    • Smith, P., & Rust, C. (2007) Students’ expectations of a research-based curriculum, Brookes eJournal of Learning and Teaching, 2(2).
    • Sharpe, R., Benfield, G. and Francis, R. (2006) Implementing a university e-learning strategy: levers for change within academic schools, ALT-J 14(2): 135 - 151.
    • Cousin, G. & Deepwell, F. (2005) Designs for network learning: a communities of practice perspective, Studies in Higher Education, 30(1), 57-66.
    • Smith, P., & Rust, C. (in submission) Creating a true community of academic practice through research-based learning.