Evaluation 2 Headlines Pass rate and mean marks improve Improved module review ratings

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Evaluation 2 Headlines •Pass rate and mean marks improve •Improved module review ratings • Better attendance at seminars Evaluation 2: Module review Questionnair e Module results Student- influenced redesign Focus group study:- Listening to the student voice: The student voice in higher education curriculum design: is there value in listening? A case study What might students’ voices give to the process of curriculum development that teachers in HE cannot provide themselves? If the student voice is to be heard then it is important that value is found in doing so (Seale, 2010). This case study compares the relative effectiveness of a tutor-centred redesign of a module with one more closely aligned to the student voice. Could this provide a sustainable method for developing curricula? Approached from a pragmatic paradigm (Cresswell, 2007), the research aimed to find out how students perceived their learning experiences in a particular module and ‘what worked’ for them. Evaluation 1: -Module results -Staff discussion -Module review - Questionnair e Tutor-led redesign Lectures - Front loaded - Plus exam revision Study pack - Essential information - Background details - Seminar preparation Four seminars -articles and cases -structured sessions -no prep=can’t attend Exam - Choice of 6 questions - Descriptive and problem- based What’s the student voice? ‘Change based on what students say’ Cook- Sather, 2006 Hearing the student voice: Campbell, Beasley, Eland & Rumpus, 2007 Empowerment: Mcleod, 2011 Under-represented: JISC, 2011 What’s the curriculum? ‘a unit of learning’ Dempster, Benfield & Francis, 2012 A product or a process? Fraser & Bosanquet, 2006 Content vs engagement? Bovill, Bulley & Morss, 2011 Evolution from product towards process? Evaluation 1 Headlines •Pass rate and mean marks get worse •Module review shows dissatisfaction •Staff and students don’t see eye-to-eye •Questionnaire responses unexpected: •‘the whole thing was confusing and boring’. When (lecturer) went on about someone selling fruit in Germany, it didn’t really make sense…..’ CONCLUSION There is value in listening to the student voice in Curriculum Development – results, improved learning experience, small collaborative steps can have an impact Why? Re-interpretation of literature, better understanding Sustainable model – time-efficient, straightforward Wider applicability – across modules/courses/institutions WHAT HAPPENED? Students in curriculum design? Benefits students’ motivation, commitment and perception of shared responsibility for learning, Bovill, Cook-Sather & Felten, Continuum from brief module review to co- creation, Trowler & Trowler, 2010; Bovill, 2013 Barriers? Less control, experience, Bovill, 2013; external regulations, Ritter, 2006 Is there an effective, sustainable middle way? PROBLEMS Lack of engagement - Poor attendance - Bad reputation - Low achievement…… BACKGROUN D ‘…..(But when) she started using examples for us, just common examples that we could relate to, then started applying the articles to them, then we understood it’ Simon Brooman Sue Darwent Alex Pimor School of Law

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The student voice in higher education curriculum design: is there value in listening? A case study. PROBLEMS Lack of engagement - Poor attendance - Bad reputation - Low achievement……. - PowerPoint PPT Presentation

Transcript of Evaluation 2 Headlines Pass rate and mean marks improve Improved module review ratings

Page 1: Evaluation 2 Headlines Pass rate and mean marks improve Improved  module review ratings

Evaluation 2 Headlines

•Pass rate and mean marks improve

•Improved module review ratings

• Better attendance at seminars

Evaluation 2:Module reviewQuestionnaireModule results

Student-influenced redesign

Focus group study:-

Listening to the student voice:

The student voice in higher education curriculum design: is there value in listening? A case study

What might students’ voices give to the process of

curriculum development that teachers in HE cannot

provide themselves? If the student voice is to be heard

then it is important that value is found in doing so (Seale,

2010).

This case study compares the relative effectiveness of a tutor-centred redesign of a module with one more closely aligned to the student voice. Could this provide a sustainable method for developing curricula? Approached from a pragmatic paradigm (Cresswell, 2007), the research aimed to find out how students perceived their learning experiences in a particular module and ‘what worked’ for them.

Evaluation 1:-Module results-Staff discussion-Module review-Questionnaire

Tutor-led

redesign

Lectures- Front loaded

- Plus exam revision

Study pack- Essential information- Background details

- Seminar preparation

Four seminars-articles and cases

-structured sessions-no prep=can’t

attend

Exam- Choice of 6

questions- Descriptive and problem-based

What’s the student voice?

‘Change based on what students say’ Cook-Sather, 2006

Hearing the student voice: Campbell, Beasley, Eland & Rumpus, 2007

Empow

erment: M

cleod, 2011Und

er-r

epre

sent

ed: J

ISC,

201

1

What’s the curriculum?

‘a u

nit o

f lea

rnin

g’ D

emps

ter,

Benfi

eld

& F

ranc

is, 2

012

A product or a process? Fraser & Bosanquet, 2006 Content vs engagem

ent? Bovill, Bulley &

Morss, 2011

Evolution from product towards process?

Evaluation 1 Headlines

•Pass rate and mean marks get worse•Module review shows dissatisfaction•Staff and students don’t see eye-to-eye•Questionnaire responses unexpected:•‘the whole thing was confusing and boring’.

‘When (lecturer) went on about someone selling fruit in Germany, it didn’t really make sense…..’

CONCLUSIONThere is value in listening to the student voice in Curriculum Development – results, improved learning experience, small collaborative steps can have an impact

Why? Re-interpretation of literature, better understanding

Sustainable model – time-efficient, straightforward

Wider applicability – across modules/courses/institutions

WHAT HAPPENED?

Students in curriculum design?

Benefits students’ motivation, commitment and perception of shared responsibility for learning, Bovill, Cook-Sather & Felten, 2011

Continuum from brief module review to co-creation, Trowler & Trowler,

2010; Bovill, 2013

Barriers? Less control, experience, Bovill, 2013;

external regulations, Ritter, 2006

Is th

ere

an e

ffecti

ve,

sust

aina

ble

mid

dle

way

?PROBLEMSLack of engagement - Poor attendance - Bad reputation - Low achievement……

BACK

GRO

UN

D

‘…..(But when) she started using examples for us, just common examples that we could relate to, then started applying the articles to them, then we understood it’

Simon BroomanSue DarwentAlex Pimor

School of Law