Abstract
Curriculum design is a complex undertaking that requires both epistemological and ontological work. While there is an increased need for academics to develop and strengthen their capacity to design curricula, particularly in the context of Universities of Technology, which have gone through an intense period of identity finding and re-curriculation, there is little support for academics involved in this kind of work. This paper reflects on four iterations of an academic staff development intervention aimed at supporting academics engaged in curriculum design and renewal, with a particular focus on designing flexible curricula. Using a learning design model along with eleven design considerations developed by Gachago, et al. (2020) for online academic staff development and Maton’s Legitimation Code Theory – in particular the dimension Specialization - we show how curriculum work and learning design is iterative, contextual and messy. Most importantly, it is relational and involves collective sense-making. We recommend that each context needs to be carefully considered when designing courses, both face-to-face and online, and design considerations (such as motivation, facilitation, structuredness, level of collaboration) impact strongly on participants’ engagement and consequently experiences.
Highlights
Introduction and BackgroundMany structural, systemic, and institutional changes have emerged over the last few years, which make it essential for higher learning institutions to explore options of flexible learning
What we sought to explore in this paper is the extent to which what we aimed for in the design of the course was achieved - based on participants’ and our reflections
In this paper, we mapped the process of designing four iterations of an academic staff development intervention, which was aimed at supporting academics in curriculum design
Summary
Systemic, and institutional changes have emerged over the last few years, which make it essential for higher learning institutions to explore options of flexible learning. Goodyear (2015) reports widening access and burgeoning student enrolments, graduate underpreparedness for rapidly changing workplaces, and most importantly dwindling public funding as. Jones, Esambe, Jongile and Ivala global challenges to Higher Education (HE). Increasing competition by private higher education providers has forced public HE institutions to rethink their modes of provision of learning. The novel coronavirus commonly referred to as COVID-19 has led to the shutting down of cities and universities across the world, adding to the need for alternative ways of working, teaching, and learning (Quacquarelli, 2020)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
