Curriculum (re)development 'on the job' in higher education: benefits of a collaborative and iterative framework supporting educational innovation Online publication date: Thu, 10-Dec-2009
by Chris Trevitt, Tony Foley, Aliya Steed
International Journal of Innovation in Education (IJIIE), Vol. 1, No. 1, 2009
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'.
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