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Online Curriculum Symposium

Venue
Online
County / Region
United Kingdom
Position on the Pathway
Excellence in practice
Fellowship Category
All Fellowship Categories
Event Type
Face to Face Symposia
Focus
General
Start Date
End Date
Duration
1 day
Institution Type
Higher Education and Further Education
Price From
£100 - Member / £135 - Non member

Overview

The move towards courses being delivered predominately online represents a paradigm shift for much of the sector.

Rather than simply ‘translating’ existing curricula into an online state this symposium will offer fresh perspectives that are pedagogically informed and full of practical ideas.

Featuring both UK and international perspectives from experts who have either already begun the transition or who have been delivering their courses online for many years, the event will appeal especially to academic and professional leaders who have oversight for and design of online curricula.

If you have something to share, or simply want to learn more then, this symposium by way of a keynote session, participant-led workshops and short presentations will offer insights and solutions to:

  • what existing face-to-face practice still works online;
  • how to deliver effective online pedagogies;
  • considering equality diversity and inclusion for all students in online design;
  • identifying relevant stakeholders and how to successfully engage with them, including learners;
  • developing strategies to drive forward effective and meaningful change.
grow your skills new to leading excellence in practice combined

Keynote

Paula Shaw, Associate Professor of Online Teaching and Learning, University of Derby

Through my research I have published and presented my ‘PROPHET Framework’ (Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies), ensuring that horizon scanning, pedagogy and educational planning are integral to online students’ experiences. With colleagues, we are currently exploring unbundling, rebundling, the online ‘hidden curriculum’ and online student satisfaction.

All my adult working life has been spent delivering education and training to adults of varying ages. I began 30 years ago in Further Education, in 1998 I moved into Higher Education and from 2000 I began to specialise in online education. As a lifelong online learner I am able to demonstrate that online learning can offer a rich and rewarding, equivocally different HE experience.

In 2011 I began working as an Academic Manager for the newly formed department UDOL (University of Derby Online Learning) through which I have significantly influenced UDOL’s expansion from 650 students to circa 4000 students. Reaching beyond my role I have influenced the University’s ‘Centre for Student Life’ to support us in providing a ‘virtual campus’ and not a deficit model of University Experience. This work was recognised in the Vice Chancellor Excellence Awards; in 2008 for Innovative methods and approaches, and in 2014 I was awarded the Excellence Award for Outstanding Personal Impact of the year. In 2018 I was awarded a prestigious National Teaching Fellowship, and became an Associate Professor in online learning in 2019.

As we move into a new era of blended experiences my tenacity for championing the marginalised will ensure that transitioning between study modes won’t compromise students’ experiences; acknowledging that University life may be experienced in different ways but all students should feel welcome, supported and valued irrespective of their study mode.

Paula Shaw

Higher education in the cloud

Higher education institutions (HEIs) construct norms around the ‘core student’, the young, and full-time undergraduates, who are immersed in campus life. In contrast, online teaching and learning takes place remotely, in the cloud.

Using the new ‘PROPHET Framework’ (Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies). Paula and her colleagues facilitated discourse amongst educational planners and practitioners. These focus groups uncovered a hidden online curriculum that exposed policy, operational and pedagogic issues, as well as evidence of good practice. In this session, Paula will share these strategic and practitioner insights of the online university experience.

Lessons learnt from applying the PROPHET Framework will be of particular interest to HEIs planning to expand their online offer. Furthermore, in these challenging times, HEIs are preparing to minimise physical attendance, and make extensive use of the digital infrastructure, for traditional students. How do they ensure that traditional university students continue to receive an excellent experience? What challenges might they face, supporting student welfare at a distance? Paula believes that applying a ‘digital student first’ approach to educational planning, and pedagogic practice, will have far reaching benefits for all students, and not just for the short term.

Draft programme

Online Curriculum Symposium Draft Programme
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Online Curriculum Symposium Draft Programme

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Session Abstracts

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Online Curriculum Symposium Session Abstracts

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Symposium aims

The symposium aims to:

  • Explore how curricula can be redesigned for online delivery;
  • Look at how online curriculum design practices can be enhanced;
  • Build understanding about online pedagogies, principles and practice for inclusive curriculum design.

Who should attend?

The symposium is intended academic staff currently delivering online teaching and learning, Programme Leaders involved in course design and senior staff with an overall remit for Teaching and Learning.The symposium will be a useful forum to encourage the exchange and dissemination of different ways of thinking about online teaching.

The symposium will feature a keynote presentation, followed by themed sessions showcasing case studies from the sector.

Delegates will have the opportunity to learn from leading practitioners in the sector and debate priority issues.

The symposium will be facilitated by Tim Hinchcliffe, Senior Adviser (Teaching and Learning).