## Curriculum Redefined <!-- Put the link to this slide here so people can follow --> Martin Callaghan slides: https://bit.ly/mtc-lds-cr --- ## Who am I? - Martin Callaghan - Senior Research Software Engineer - I work with researchers to integrate software with (big) hardware & Cloud with (big) data with (big) AI - I do lots of teaching - Works with **Linux**, **Python** and all things **DevOps** --- ## Curriculum Redefined will: ... ensure all our taught degree courses are <font color = "ffcc00">**transformative**</font>, <font color = "ffcc00">**inclusive**</font> and <font color = "ffcc00">**flexible**</font>. To achieve this, what are the <font color = "ffcc00">**key principles**</font> we will need to <font color = "ffcc00">**embed across our learning**</font> and how will you <font color = "ffcc00">**apply this to your own practice**</font>? ---  --- ## Transformative Principles * Computing vs. Computer Science * Knowledge vs. Skills-based curriculum * Structure of programmes * Format of T&L and assessment * Embed DevOps * Assume multi-modal * Enrichment --- ### Computing vs. Computer Science  Note: From ACM Computing Curriculum 2020 It's been exercising many people for a long time Avoid talking about languages, IDEs. Today's focus is on T&L and identifying and moving to the future state- whether that's sticking with one programme or more. --- ### Knowledge vs. Skills * CS is traditionally a knowledge-biased subject * A solid CS education **is** important... * BUT most graduates will go into IT/CS employment * Do they have the right 'starter' skills? * Agile practices * DevOps practices * Cloud * Do **we** have enough experience in these areas? * Staff upskilling * Embedding these practices --- ### Structure of programmes  * Pair up modules with a theme * Eg. Programming + Comp. Architectures via microcontrollers * Lots of formative/ automated assessment * Gradescope; MCQ/Peerwise; GH Classroom * Good rubrics, meaningful assessment and feedback --- ### Format of T&L and Assessment * Embedding the **six strategies** in learning * Reverse instructional design and meaningful assessments * Programme and Lesson design (Personas; Objectives; Maintainability) * Teaching as a *performance art*; getting and giving feedback * Shared assessments between modules (sustainability!) * Embedding *motivational themes* * Learning sprints --- ### Six Strategies * Concrete Examples * Varied Practice in different contexts * Elaboration * Interleaving * Retrieval Practice * Spaced Practice --- ### Reverse Instructional Design  Note: Professional practice point! Related to [Bloom's taxonomy](https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#/media/File:BloomsTaxonomy.png) --- ### Embed DevOps and Agile ... into everyday practice: * Develop/ Build/ Test * Package/ Release * Configure/ Monitor ... including the (co) design and (co) dev of learning and assessment materials (GH is our friend...) --- ### Enrichment * Positive impact on student opinion * BUT needs a lot of discretionary effort * Vendor qualifications (MS, NVidia etc.) * Hackathons (embed and practice skills) * National/ International student competitions ---  --- ## Inclusivity Principles * Who are our stakeholders? * What do students and employers need (vs. want)? * Adult learners? Reskillers? Non-traditional HE entrants? * Solving the problems of today and of the future --- ### Stakeholders * Students * Caregivers * Employers * Funders * Wider society <<! All have expecations, sometimes contradictory. We have to navigate it all. Note: Wider society esp. how do we challenge our learners to cope with the societal demands of the future and equip them to be global citizens with an ethical perspective and the skills to make a difference. perhaps we do this by framing our teaching and assessment around these questions and not just the abstract. --- ### Needs vs. Wants * A sound background of knowledge and skills * To be immediately useful in the workplace * To be able to critically appraise new developments * To have "fun" <- we should all *enjoy* what we do! Note: All underpinned by realistic learning activities and assessment supported by a modern learning environment (Cloud etc!) ---  --- ## Flexibility Principles * Structure of programmes * Inter-relationship between modules * Scalability & Maintainability * Use these tools and methods in our own practice * Modular programmes allow accomodation of different learner needs and study modes * Assessment flexibility * Assume multi-modal study --- ### Design for the non-traditional * Not all of our learners are 18 year olds * Design a curriculum that meets a variety of needs * Design for equality first * Gradual move away from formal teaching and assessment towards independence * Focus on reusable learning objects (sprint model) Note: Needs: Skills vs. Knowledge- stay current but not fashionable Equality: Age, gender, social and economic background and different experiences of prior education Very structured learning env at school --- ## Concluding points * Embed a practitioner approach * Apply and validate research in T&L * Reflective practice * Embed the best of research and professional practice * Keep it fresh and have fun! ---