Transcript Global Health

Using Credit for Good Curriculum
Design
Presentation
• Revisit original objectives
• Impact of Credit on the Curriculum
• Who now ‘owns’ credit language & frameworks
• Credit Frameworks in relation to ‘our’ staff
development. We can talk the talk but do we walk the walk?
• Credit frameworks in a global education system
• Core part of ‘our work’ is research and so have we
researched and evaluated the impact on credit?
Faculty of Health & Social Work
Lisa Lewy 2008
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Creating Lifelong Learning
Advocates
Why use Credit Frameworks?
• Credit provides a tool where we can articulate students
learning which demonstrates volume and intellectual
demand.
• This supports progression, lifelong learning, more
relevant to a fast changing knowledge and skills world
where students can accumulate bite-sized relevant
learning – used towards a qualification over time
Faculty of Health & Social Work
Lisa Lewy 2008
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Credit Frameworks and
Curriculum Design
• Strategically we have achieved so much and the credit
framework developed by SEEC has enhanced our
understanding and design of education provision
• But the work is not complete. We need to evaluate the
framework, support teaching staff in articulating the
framework and most importantly use the framework for
our staff development
Faculty of Health & Social Work
Lisa Lewy 2008
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Last three years (examples)
Growth of Foundation degrees as both independent
qualifications and progression routes
Growth of professional doctorates
Increasing accreditation of both current and prior work
based learning
Increasing mobility of students – globally
Faculty of Health & Social Work
Lisa Lewy 2008
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Credit and partnerships
A common language for learning which
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recognises volume and intellectual demand
• provides a foundation for partnership learning across
education providers, professional bodies, regulatory
bodies and employers – locally and internationally
Faculty of Health & Social Work
Lisa Lewy 2008
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Staff development & ownership
• Focus on HE Staff – the people who teach and
provide learning but…
• … find access to their own learning and staff
development is a challenge
• Who ‘looks after credit’ in your institution – Quality
office, Teaching and Learning, schools, faculty
academic staff?
• Who debates credit in your institution – staff
involved in administrative processes or
academics delivering courses?
Faculty of Health & Social Work
Lisa Lewy 2008
European credit transfer systems
• Moving towards a greater mobility of our students
• Some disciplines argue this has already been achieved
eg. Business orientated programmes
• Still a need to enable our staff to understand about
different cultures in relation to learning, professional
accreditation, and ways of living to ensure the credit
architecture fits an international credit based system,
eg, the UK’s access into professions for graduates may
not be the same across Europe/world
Faculty of Health & Social Work
Lisa Lewy 2008
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HE Staff Development & Credit
• Credit frameworks are providing the key architecture of
our education system
• Do we as education providers support our staff in
understanding this architecture?
• Do we have consistency across our programmes in
relation to curriculum volume and assessment
processes for our modules?
Faculty of Health & Social Work
Lisa Lewy 2008
Credit for Academics’ learning
• In a world of increasing competition for research bids
and publications how does your institution support staff
development and recognition?
• How relevant and valuable is the traditional PhD in
our fast changing world of knowledge and skills?
Faculty of Health & Social Work
Lisa Lewy 2008
Credit & Research
We need to research our credit based systems to evaluate, for
example:
• the effectiveness of APEL in widening participation
• the challenges of delivering shared modules across disciplines and
partnerships
• the progression/experience of students who engage with ECTS
• the consistency and application of a credit based system across our
programmes
• the value of a credit based system for front-line teaching staff
Faculty of Health & Social Work
Lisa Lewy 2008
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To summarise…
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The credit system is a tool achieving its key objectives
For it to be valued, we must ensure its relevance and usage, enhancement
and integration.
In the Health sector, the credit system is widely used:
- partnerships across professions, with employers and education providers
- credit-rated bite-sized short & on-line courses aligned to health
professions framework
- qualifications enabling progression from NVQs to Foundation Degrees,
Undergraduate and postgraduate Master’s.
Universities support credit based learning at a strategic level, but…
Is it ‘embedded’ in relation to both our understanding of credit as
academics, and our own staff development/learning?
Do we research and evaluate credit based systems to ensure they deliver
our original objectives & enhance understanding & development?
Faculty of Health & Social Work
Lisa Lewy 2008
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