Blending and waving: The keys to transformative learning design
As we reach the end of the academic year and look ahead to the Autumn, LDCU would like to offer a final professional learning opportunity around transformative curriculum design and blended learning, ahead of a fuller programme of opportunities and resources related to these themes in 2024-25. Co-led by Jo Kukuczka and Sara Hattersley, this session will explore and synthesise two key concepts central to Warwick's ongoing Education Strategy.
What is Blended Learning?
Put simply, blended learning is the combining of in-person and online and/or digital learning opportunities. However, within this are a myriad of considerations related to technology, access, pedagogy, discipline, design, sustainability, and student and staff knowledge, skills and opportunities. The University is committed to a blended approach, and our current practice was recently explored in the Institutional Teaching and Learning Review. These findings will be discussed in the workshop, giving you an opportunity to understand what a blended approach might mean, consider different models and ideas and articulate what additional support, guidance and development you might need to plan ahead for a blended student learning experience, in your context.
What is Waving Curriculum?
Waving curriculum is a transformative curriculum design approach.
Higher education curriculum design is a complex and high stakes endeavour that can enhance or constrain deep learning processes necessary for successful knowledge building and knowledge transfer across different contexts. The versatile, visual, and practical Legitimation Code Theory (LCT) concept of semantic waves (Clarence, 2021; Maton, 2013), henceforth, waving curriculum, supports our curriculum design practices (incl. blended design) by enabling students to investigate, unpack, and connect theoretical and practical forms of knowledge, and learn cumulatively, and therefore, deeply, over time.
This innovative approach had been gaining momentum globally, and has recently been introduced to Warwick staff on the PGA CDHE, Cultivate, and LET (Ukraine) programmes. Now it's coming to LDCU to enhance your curriculum design thinking and practice.
References
- Clarence, S. (2021). Turning access into success: Improving university education with Legitimation Code Theory. Routledge.
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Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building, Linguistics and Education, 24: 18–22.
Sign up to this CPD opportunity!
Teaching Grid, main library
Tuesday 9th July, 2024: 10am-3pm
(lunch provided)
This interactive and discursive workshop session is open to all colleagues with a responsibility for teaching and/or supporting learning and students, and would particularly suit those who are new to the concepts and are looking at understanding them better.
Commitment:
2 x hours of distance study
5 x hours of attendance in-person (incl. lunch)
Registration is open until the 30th June 2024, although it may close early if we reach capacity before then.
Click hereLink opens in a new window to sign up now.