In practice curriculum design and delivery take place in contexts that are strongly influenced by the subject of study. Different disciplines have evolved different learning and teaching practices. Disciplines also take different approaches to curriculum design, and the educational discussions that take place around it.
Emerging outcomes from the Curriculum Design and Delivery programmes suggest that:
vocational and 'traditional academic' subjects develop curricula in distinctively different ways: for example vocational subjects are more strongly influenced by professional body requirements, are more likely to include work-based elements, and value more competence-based approaches
as well as subject-specialist technologies, the use of mainstream technology in the curriculum is influenced by the subject under study, for example according to whether learning progresses through discussion, experimentation, textual analysis, fieldwork etc.
although text continues to dominate most subject areas, different media are being used to express academic ideas
the use of technologies in the curriculum needs to reflect appropriate learning outcomes, and in particular the ways in which digital technologies are changing the professions, employment areas, real-world problems and research areas for which learners are preparing.
From here you can browse subject-specific pages on the Design Studio, compiled by the HE Academy Subject Centres for:
See also the 2009 Glenaffric report into e-learning in the Disciplines for a review of curriculum-related outcomes from the HE Academy Subject Centres, CETLs and other funded projects. Many of the assets identified in that report are available through the Design Studio. A summary of the same report is also available for download.
The Distributed e-Learning programme funded a range of subject-specific e-learning projects, managed by the HE Subject Centres, to explore e-learning approaches to lifelong learning.
Some useful outcomes from a 2005 symposium on e-learning in the disciplines - arguably still relevant today - include a presentation by Helen Beetham and John Cook, and some reflections on subject differences devised by groups of cognate disciplines.
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