We’re currently working on a bid under the recent JISC circular inviting calls for proposals to improve curriculum design processes and the reading around for this is throwing up some interesting material. 

When you start thinking about a higher education curriculum, you realise that the design process has been hijacked into a highly normative and deontic process. You must do this, tick that quality box, get your design validated by some external worthy at a day long meeting in preparation for which several kilograms of paper has been distributed. It’s not that quality assurance is a bad thing. Manifestly, it isn’t. But, I do think we’ve lost sight of why we have curricula in the first place.

Reading around for the bid I was very taken by some blog posts talking about the notion of “edupunk”. This is essentially the idea that education should be designed primarily for learners, not for institutions, and most certainly not for vote seeking politicians. This post in particular was quite thought provoking, (and has given me a nice suggestion for my next book to read)  –

Let’s not get carried away though. Not everyone is impressed. –

But, I do think that there is a danger of focussing so much on technology in HE, whether there for curriculum design or anything else that we lose sight of what it’s for.  And by “technology”, I don’t just mean computers – I mean techniques, processes, and procedures.