Projects involved in the JISC Curriculum Design and Curriculum Delivery programmes have identified a number of challenges to existing practice in the design, development and delivery of programmes of study. You can find resources and lessons relating to these challenges below.

Delivering a flexible, responsive curriculum

Engaging employers in curriculum design and delivery

Supporting new teaching approaches

Integrating new technologies effectively into the curriculum

Enhancing graduate capabilities

Dealing with larger student numbers

Accessibility and inclusion and widening participation

Some general findings about curriculum changes, from the Final Report of the JISC Transforming Curriculum Delivery through Technology programme:
 
1. Curricula need to remain relevant to the changing needs of stakeholders while retaining their core philosophy and educational rationale

2. Competence-based curricula (focused on higher level skills and graduate attributes) are being demanded to meet funder and employer needs

3. Curricula need to be open to negotiation, visible and transparent, and richly described, to support good choices by learners and potential learners

4. Curricula need to become less content-based as technologies support new and diverse ways of learning and as learners increasingly access and create their own content

5. E-portfolios allow for more open curricula in providing a means for learners to aggregate resources for reflection, assessment and shocasing

6. In a more open, negotiated, responsive curriculum, feedback becomes critical: the dialogue between learners' own actions and the response of peers, tutors, and others

7. Digital media for curriculum representation and communication support better ongoing dialogues e.g. with employers, with learners and potential learners, and between different staff involved in curriculum design and delivery.

8. More flexible curriculum processes allow a move from a long review cycle to continuous iterative improvement.

9. Curriculum teams need to recognise that educational models and programme design may need to change to allow for greater integration of technology (e.g. mode and timing of assessment, contact hours)

10. Curriculum development will not succeed without the full involvement of curriculum teams from the outset.

11. Development and preparation time must be allocated and ring-fenced before major curriculum changes are instituted. (Off-site locations and/or time set aside for 'intensive' course redesign can minimise distraction and maintain focus).

12. Curriculum managers need to lead and drive change forward. This will involve challenging existing practice, providing vision and direction, understanding the implications of change, and supporting staff in all roles, including ring-fencing resources for staff time/remission and development resources.

13. An 'Appreciative Inquiry' approach has an emphasis on current good practice and encourages reflection on strengths and pedagogic values.

The success of any curriculum technology implementation stems from the design stage. In order for this to succeed
a review of the curriculum design and implementation must take place as a first step towards technology adoption. 
It is important that teams come together to identify and agree new ways of delivery, assessment, and
communication systems.  We recommend that traditional methods of delivery are challenged to ensure that
technology is not perceived as an add-on but is integral to the teaching and learning process.’ Making the
Diploma a success