Collaborative Curriculum Development
IMPORTANT: CDDU is keen to hear from CQU academics who are interested in participating in the first collaborative curriculum development process.
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Work in progress
This idea is still under development, it connects with a range of previous work at other institutions. To aid us in developing this idea we've started the following pages and invite you to add and comment as you like.
The developmental pages are
- There are principles, practices or ideas about what makes for good development, design etc. One of the ideas of this project is to actively seek out those principles and develop a process which maximises them.
- To some extent this may be seen as the opposites to the previous point. Though there are some exceptions. Add the problem to this list if you can't think of a way to paraphrase it as a principle to maximise.
Stuff to add
- Current barriers to CQU's structures, policies, resources limiting C2D2
Proposed solution
In late 2007 and early 2008 CDDU is looking to experiment with a collaborative approach to curriculum development to see if it might assist in addressing some of these limitations. This experiment will have direct linkages to our work in Scholarship in teaching, Design-based research and build on our approaches to Curriculum Design.
The approach is based around the idea of the the academics responsible for the improvement of a group of courses (from diverse disciplines) gather together for a sequence of sessions (of varying lengths) over an extended period of time (perhaps 3-6 months).
During those sessions the group will work through the Curriculum Design approach that CDDU has developed. The sessions would be collaborative sessions facilitated by CDDU staff but drawing heavily on the experiences and knowledge of the participants. At appropriate times the participants in the sessions will include a range of different skills including: multimedia design, technology and any other set of skills identified by participants as being necessary.
Typically, the courses being worked on should have been identified by the discipline or school grouping as important to that group. This is to ensure that an appropriate level of commitment and support is available for the participating academics.
Rationale and Background
The rationale for this approach is based on a range of literature and practice including, amongst others:
- Communities of Practice
- Technological Pedagogical Content Knowledge (TPCK)
- REACT - particularly the writes workshop idea
- Design principles database - an online database approach to helping design be more collaborative
