Practitioners, sometimes working with learners, initiate tasks and direct learning activities in line with curriculum goals and in accordance with learners' needs. Teaching and tutoring are undertaken. Learning resources and tools are made available to learners. Feedback and assessment form an integral part of these activities.

Component processes: session planning (learning and teaching), learning design, teaching, tutoring, feedback

Enabling systems: Technology-enhanced learning can help to engage learners and widen participation, increase choice in learning, enhance accessibility and support the development of skills for a digital economy and society. A wide range of enabling tools are being explored by projects in the JISC Transforming Curriculum Delivery Through Technology programme.

Curriculum 'delivery’ embraces the many ways in which real learners are helped to achieve the outcomes offered to them by a curriculum. Teaching staff may have considerable freedom to plan sessions, choose materials and set tasks that will challenge and support learners appropriately. Learners may also have considerable flexibility in how they engage with curriculum requirements and resources. Curriculum delivery addresses the questions ‘how will these learners achieve their goals?’ ‘what challenges and support do they need?’ and ‘what kinds of interactions will learners engage in, and how are these supported’?

Baseline reports produced by the JISC Curriculum Design and Delivery projects found that many opportunities to innovate arise when validated programmes are inherited by teaching staff, even if they not have been involved in the design process. It is often when the curriculum is realised in the form of learning tasks, embedded content, support strategies, assessment tasks and feedback to learners, that the opportunities afforded by technology can come into their own. This is particularly true as technology comes more under the control of learners. It is no longer the case that technologies for learning are 'designed in' to the curriculum: rather teachers and supporters of learning find themselves having to respond to the technologies their learners want to use.

Ongoing quality enhancement processes, student feedback, and professional development can be drivers of innovation here. One or two projects identified the flexibility available to staff as problematic, making it difficult to ensure consistency in the learning experience. But most regarded it as a strength of the system, providing that teaching staff had the time, skills and professional confidence to sustain innovation, and providing quality enhancement was ongoing and iterative, with the learning experience as its core concern. Involving students has been a key feature of the Delivery project activities and the notion of students as agents of change has emerged as a significant enabler in transforming curriculum delivery.

Resources on the design studio:

• Case studies in learning and teaching transformation
• Subject specific resources on technology-enhanced learning
• The learning design pages
• Pages on pedagogic planning (lesson or session planning)
• Exploring the technology advantage - the educational rationale for technology-based learning activities
• Resources on accessible/inclusive teaching in technology-rich environments
• Resources on responsive teaching and on creative teaching in technology-rich environments
• Resources on knowledge building
• Online and distant tutoring resources
• Page on Learning environments used by the programmes
• Page on mobile technologies used by the programmes
  
• Page on syndication technologies used by the programmes
  
• Page Media Enhanced Learning technologies used by the programmes
  

You can also search EvidenceNet for resources relating to Teaching and Learning Practices, and Teaching and Learning Strategies (these links open in new windows)

View all resources tagged with 'Deliver'

View all resource tagged with 'Delivery'