ࡱ>  %bjbj 4D 8O<Df$";;PR ,'f0:#:#:#xV;;O::# :  Annual Conference, 18th & 19th June 2009, Credit Based Curricula: Choices & Challenges Workshop abstracts for parallel sessions, Friday June 19th Workshop Session 1: 11:00 12:151.a Shell Award Framework: trans-institutional credit accumulation and transfer. Helen Millican and Dr Alison Rudd, University of the West of England, Bristol. The Shell Award Framework is an ambitious project funded by HEFCE concerned with up-skilling the Workforce in response to the Leitch agenda. It is designed to meet a need for tailor-made employer focussed learning whether for groups or individuals. The University of the West of England is acting as a kind of laboratory for the region to test the development and validation of a trans-institutional framework. The first stage of validation has already been achieved and thus UWE expects to be able to maximise the potential of bite-size demand-led higher education (modules/units of study, CPD, short courses). The workshop offers an opportunity for participants to explore some of the complexities in implementing such a scheme, for instance, acceptance of marks and grades from different awarding bodies, the need (or not ) for a coherent academic subject thread, currency, validity and possible double counting of credit, tracking learners, reporting to HEFCE and so on.1.b Would you credit it? Considerations of level, learning outcomes and volume of learning in the design of module-based curriculum. Tony Turjansky, Edge Hill University When designing new programmes, course teams typically have to use an institutionally framed unit/module credit-based programme structure. Validation panels will be scrutinising the appropriateness and coherence of the curriculum in relation to the named award and level and how individual modules contribute to both the programme aims and learning outcomes. Course teams sometimes struggle to demonstrate how level is reflected within their programmes as well as the relationship between module size and the expected volume (duration) of learning. There is frequently a tendency to retro-fit by, for example, rewording outcomes so that vocabulary is being used as the key differentiator of level and by manipulating the independent directed study required so that the notional learning hours can be aligned with the logistics of course scheduling. This workshop will explore how the mechanics of institutional programme structures may compromise a carefully planned approach to curriculum design. Delegates will be invited to consider how a greater focus on the module as a discrete unit of learning may help course developers anticipate and manage the risk.1.c Not on the back of an envelope: Offering quality assured APEL in 5 easy steps Frank Lyons, University of Portsmouth In the view of the workshop facilitator, APEL is an essential ingredient within credit based curricula. Although APEL claims take time, the process means that the learner commences learning at the right level, saving both time and money whilst building the learners self-confidence. There are challenges for curriculum designers and programme managers and a need for both customer- focussed and student centred solutions. This workshop will review approaches to APEL as used within foundation degree and other learning at work curricula at the University of Portsmouth. The focus will be on the advice given to APEL claimants, how to assess claims and the quality issues relating to APEL practice set against the familiar five principles of good practice (relevance, recency, authenticity, evidence and sufficiency) and the sixth principle of no jeopardy. During the workshop there will be detailed exploration of real APEL claims from real students on Bachelors and Foundation degrees and a simulated APEL award board. There will be plenty of opportunity to discuss and share the good practices of workshop attendees.  Annual Conference, 18th & 19th June 2009, Credit Based Curricula: Choices & Challenges Workshop abstracts for parallel sessions, Friday June 19th Workshop Session 2: 12:25 1:402.a Are England, Wales and Northern Ireland, leading or lagging on European credit initiatives? Lead to be confirmed This provides an opportunity for an update and evaluation of recent initiatives on the European credit front. Delegates will be supported in making sense of the potential impact of a range of initiatives. Most will be aware that FHEQ was confirmed as aligning with the Bologna Framework and that other countries are now also publishing and commenting upon their qualification frameworks as part of this process. There will be an evaluation of these and the implications for recognising and working with partners across Europe on curriculum matters. Also significantly the final version of the ECTS User Guide is now available. Will this help or hinder in curriculum design and exchange agreements? Are there too many tensions between the ECTS credit definition and that in the UK framework? Is it really possible to mark using both criterion referencing and norm referencing and what are the practical implications of the new advice? Within the vocational field, how well aligned will UK HE credit systems link with the European Qualification Framework and does our own QCA model help or even hinder? 2.b How can we improve our assessment systems and practice given the potentially negative effect on student learning of our current credit system? Dr Chris Rust and Berry ODonovan, Oxford Brookes University This interactive session will take a deliberately provocative view of the effect of credit systems on assessment, and thereby student learning. A case will be made that current credit systems based around units/modules militates against slow learning and the acquisition of complex higher order learning for students, as well as summative over assessment and unnecessarily high workloads for staff. But given the current reality including Europe and drivers arising from the demands for employer responsive provision, such a change would clearly be very difficult, if not impossible, for any institution to implement. The workshop will therefore then encourage participants to explore how this circle might be squared and the demands of credit systems met whilst at the same time changing the focus (and mechanics) of our assessment systems to have a positive effect on student learning (as well as, arguably, greater validity).2.c AP(E)L: From claim to cash to credit: how enterprising is that! Annie Watts and Jane Campbell-Baigrie, University of Plymouth This provides an opportunity to discover how the Faculty of Health and Social Work has met, in a highly regarded and innovative way, the challenge of providing flexible and rigorous AP(E)L processes that value knowledge, learning and experience. Applicants are enabled to make a claim from either certificated learning achieved, through other Higher Education Institutions or experiential learning. Their enhanced access scheme allows students to fast track to degree level study. Mentorship AP(E)L, AP(E)L by Portfolio, Voucher Scheme and much more will be discussed. The economics of APEL and potential for actual and projected income will be included in the presentation. Actual case studies/scenarios will be used for an interactive session. The potential challenges posed by these situations will be identified and workable solutions explained. 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