Title: Curriculum (re)development 'on the job' in higher education: benefits of a collaborative and iterative framework supporting educational innovation

Authors: Chris Trevitt, Tony Foley, Aliya Steed

Addresses: Oxford Learning Institute, Littlegate House, St. Ebbe's St., Oxford, OX1 1PT, UK. ' Legal Workshop, ANU College of Law, The Australian National University, Canberra ACT 0200, Australia. ' College Education and Innovation Support Team (CEIST), ANU College of Law, The Australian National University, Canberra ACT 0200, Australia

Abstract: This paper concerns curriculum development for online learning in a commercial law course using a process of sustained action-research. We identify and discuss four main characteristics in this process: a need to respond to an external requirement for change (i.e. going online): one or two key guiding teaching and learning principles; an incremental, flexible timeline over three consecutive iterations; a collaborative, supportive partnership between educators and educational consultants. There were two levels of action: learning what was required for curriculum redevelopment and learning about the process of supporting educational development itself. Substantive outcomes included the: sustained adoption of the practices of active learning and curriculum alignment; conceptual development of discussion as a learning tool; acceptance of the fundamental value and practical role in developing purposeful reflection provided by a |critical friend|.

Keywords: curriculum development; change management; educational change; online learning; continuing professional learning; action research; educational innovation; innovation in education; e-learning; electronic learning; curriculum alignment; collaboration; commercial law courses.

DOI: 10.1504/IJIIE.2009.030102

International Journal of Innovation in Education, 2009 Vol.1 No.1, pp.35 - 50

Published online: 10 Dec 2009 *

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