Principles in Patterns (PiP): C-CAP Embedding and Work Plan

George Macgregor

    Research output: Book/ReportOther report

    Abstract

    Innovative approaches to technology-supported curriculum design offer an opportunity for improving academic quality, pedagogy and learning impact [1]. Those approaches that are innovative in their use of technology offer the potential of an interactive curriculum design experience within which the designer is offered system assistance to better adhere to pedagogical best practice, is exposed to novel and high impact learning designs from which to inspire reflective design, and benefits from system support to detect common design issues which might otherwise delay curriculum approval or usurp the resources of academic quality assurance teams. It is also anticipated that technology-supported approaches can improve the efficacy of curriculum approval processes at universities, thereby increasing the curriculum responsiveness of institutions and supporting improved and rapid review mechanisms which may support enhancements to pedagogy [2]. Responsive curriculum design and approval, and the rapid generation of curricula that this infers, is increasingly necessary to respond to changing academic contexts and the changing needs of stakeholders (e.g. employers, professional bodies, etc.) [3], [4]. The emerging globalized university sector [5], [6] also contributes to these pressures by frequently necessitating the creation of specialist curricula, either to attract international students or to render curricula conducive to delivery at international branch campuses [7]. As part of the JISC 5/08 Institutional Approaches to Curriculum Design Programme [8], the Principles in Patterns (PiP) Project (http://www.principlesinpatterns.ac.uk) investigated and developed a technology-supported approach to curriculum design and approval. PiP Project investigation and development activity ended in August 2012. Attention has now turned to the embedding phase of the Project (August 2012 – April 2013). The purpose of this paper is to document a suitable embedding strategy and plan for successfully implementing C-CAP across the University of Strathclyde. This plan is informed by the systems and technology implementation literature and also includes and timetables significant outstanding work or actions arising from the PiP Final Evaluation Report (WP7:40 Project evaluation synthesis) [9]. Internal discussions within the C-CAP team have also informed the key tenets of the embedding plan (Appendix B).
    LanguageEnglish
    Place of PublicationGlasgow
    PublisherUniversity of Strathclyde
    Number of pages33
    Publication statusPublished - 4 Sep 2012

    Fingerprint

    CAP
    Curricula
    curriculum
    university
    Quality assurance
    quality assurance
    evaluation
    learning
    best practice
    employer
    assistance
    stakeholder

    Keywords

    • technology supported curriculum design
    • knowledge management
    • information management
    • digital asset management

    Cite this

    Macgregor, G. (2012). Principles in Patterns (PiP): C-CAP Embedding and Work Plan. Glasgow: University of Strathclyde.
    Macgregor, George. / Principles in Patterns (PiP) : C-CAP Embedding and Work Plan. Glasgow : University of Strathclyde, 2012. 33 p.
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    abstract = "Innovative approaches to technology-supported curriculum design offer an opportunity for improving academic quality, pedagogy and learning impact [1]. Those approaches that are innovative in their use of technology offer the potential of an interactive curriculum design experience within which the designer is offered system assistance to better adhere to pedagogical best practice, is exposed to novel and high impact learning designs from which to inspire reflective design, and benefits from system support to detect common design issues which might otherwise delay curriculum approval or usurp the resources of academic quality assurance teams. It is also anticipated that technology-supported approaches can improve the efficacy of curriculum approval processes at universities, thereby increasing the curriculum responsiveness of institutions and supporting improved and rapid review mechanisms which may support enhancements to pedagogy [2]. Responsive curriculum design and approval, and the rapid generation of curricula that this infers, is increasingly necessary to respond to changing academic contexts and the changing needs of stakeholders (e.g. employers, professional bodies, etc.) [3], [4]. The emerging globalized university sector [5], [6] also contributes to these pressures by frequently necessitating the creation of specialist curricula, either to attract international students or to render curricula conducive to delivery at international branch campuses [7]. As part of the JISC 5/08 Institutional Approaches to Curriculum Design Programme [8], the Principles in Patterns (PiP) Project (http://www.principlesinpatterns.ac.uk) investigated and developed a technology-supported approach to curriculum design and approval. PiP Project investigation and development activity ended in August 2012. Attention has now turned to the embedding phase of the Project (August 2012 – April 2013). The purpose of this paper is to document a suitable embedding strategy and plan for successfully implementing C-CAP across the University of Strathclyde. This plan is informed by the systems and technology implementation literature and also includes and timetables significant outstanding work or actions arising from the PiP Final Evaluation Report (WP7:40 Project evaluation synthesis) [9]. Internal discussions within the C-CAP team have also informed the key tenets of the embedding plan (Appendix B).",
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    Macgregor, G 2012, Principles in Patterns (PiP): C-CAP Embedding and Work Plan. University of Strathclyde, Glasgow.

    Principles in Patterns (PiP) : C-CAP Embedding and Work Plan. / Macgregor, George.

    Glasgow : University of Strathclyde, 2012. 33 p.

    Research output: Book/ReportOther report

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    Macgregor G. Principles in Patterns (PiP): C-CAP Embedding and Work Plan. Glasgow: University of Strathclyde, 2012. 33 p.