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Curriculum by Design. Professor Marnie Hughes-Warrington Monash University Ako Aotearoa 2 December 2010. This is not a jet engine. This is curriculum. 2071 4335 10030 Curriculum has many purposes. This is curriculum. This is efficient This gives students choice This is strategic
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Curriculum by Design Professor Marnie Hughes-Warrington Monash University Ako Aotearoa 2 December 2010
This is curriculum • 2071 • 4335 • 10030 • Curriculum has many purposes
This is curriculum • This is efficient • This gives students choice • This is strategic • Students don’t know enough • Curriculum shapes the experience—and wellbeing—of staff as well as students
This is curriculum • Is curriculum atomic?
Who is it for? • 42% of first year students aren’t sure that at least one of their teachers knows them by name • 31% of students believe that they are learning about research undertaken in their university • 20% of students want a general first year experience (28% in 1994) • 1 in 2 feels welcome on campus The First Year Experience Survey 2009
Starting Points • 44% of students under the age of 25 find lectures helpful • 98% utilise learning technologies
Re-visioning Curriculum Learning Spaces Research Andrew Milne, ‘Designing Blended Learning Space to the Student Experience’, in D. B. Oblinger (ed.), Learning Spaces, educause 2006 ethnographic research in youth and cultural studies, and anthropology
Taking a Wider view People poor repository? Thoroughfare?
Curriculum by Design • ‘Flow’ design • What does it ‘feel like’ to move through curriculum? • entry and exit: • where do I go in, where do I go out? • Formal and informal • where do ‘take on board’ and when do I ‘wind down’?
Curriculum by Design • Course and unit reduction, renewal • Timetabling and movement • Curriculum and co-curriculum: The Monash Passport • ‘Enhancing Coursework Approvals’