Following our theme 'matters of time', and our curiosity, we ask Atefeh to tell us more about the work of an educational advisor (since not all of us are familiar with this role), as well as how such an advisor usually designs for content spread over the time slots of modules, courses and degrees in collaboration with a coordinator.

We speak with Atefeh for example about how 'workload' (or studyhours) and ECTS are calculated, and why so. Have a listen and find several useful links to tools developed by TU/D for course design in the transcript.

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How much content fits into a given time slot for a lecture? Or to put it differently: how much time does a big idea need to be taught well? How can a course or degree coordinator design a schedule that resonates with that?

Today, we have a dialogue with dr. Alonso Ayala, following our lecture observations of his iconic lecture on ‘Affordability’ of housing, the 5 A's model, both at IHS/Erasmus University and the Technical University Delft, to different audiences. What sparked with us, is particularly, how he, as a seasoned teacher, organically adjusts the delivery to the audience in real time, by going slower (or faster) with teaching a big idea, depending on their prior knowledge.

What does that mean for the role of the course coordinator in assigning learning objectives to a (guest)lecturer? What part of a knowledge domain fits into a course or degree? In between lines, we talk about the dialogue between seasoned teachers and educational advisors. Have a listen.

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Today’s technical keynote comes in two parts:

-     The first part aims to open up your imagination to better grasp modular approaches to curriculum design and grasp why it is possible to design time robust curricula. Throughout the keynote I will draw from my own academic background in urban land to give you examples. If you come from the field of architecture, you will also recognise open building systems as an analogy.

-     The second part of this keynote takes you right into how you can design for effective and resilient education that stands the test of time, briefing you through our unique fit for purpose framework for curriculum design – which leads to an educational output of just 2-3 pages.

For more background see our page on technical resilience.

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We see a strong trend towards personalisation and flexibilisation of education. How can we go about modular design and what is the role of big ideas?

Senior lecturer William exposes us to the robust experience of IHE in modular educational design. He shares how he envisions big ideas and innovation, and enables us to critically think about the contribution of standardised learning statements and accreditation to international educational institutes.

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We see a strong trend towards personalisation and flexibilisation of education. How can we go about modular design and what is the role of big ideas?

Senior planning specialist Pamela takes us along her professional experience with big ideas in teaching and education. She gives plenty of examples of how to translate big ideas into learning (objectives) and teaching activities. She invites us to embrace diversity of teaching styles, to better fit the learning styles of a diverse student population.

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What is it like to prepare for a curriculum design? Guest interview with an Erasmus+ program coordinator

Find our own training in Clip A and B. For our guest interviews, we looked for broad inspiration from New York and Naples.

Associate professor Mattia Leone gives a lively and inspiring solo-talk about his lived-experience with designing and piloting an entire blended master degree at European level.

There is so much out there in your field - content, networks, projects - how to choose what goes in to a degree - and what stays out?

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What is it like to prepare for a curriculum design? Guest interview PhD candidate

Find our own training in Clip A and B. For our guest interviews, we looked for broad inspiration from New York and Naples.

Veronica Olivotto speaks of 'slow productivity' and what it’s like to write-up a PhD thesis after fieldwork. Her authentic contribution and voice has rich ingredients, including the experience of being alone, procrastination, verbalizing/oral culture vs. writing, un-writing, re-writing, discipline, daring to be imperfect, finding resonance in people/community, and the courage to begin, by also seeing ‘thinking’ as a form of ‘doing’. 

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In this episode, we tackle the problem over so-called ‘overload’ in terms of content in your curriculum. Perhaps to your surprise, we will link it directly to how you prepare for the content in your curriculum design, whether it is a module, course, training or a degree.

We go even beyond that: with technique - you can design for your own human resilience during preparation; your balance, your enjoyment of the simplicity in curriculum design.

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The episode comes in two clips: A dosage (technical effectiveness) B slow productivity (human resilience), the transcript is combining both

In this episode, we tackle the problem over so-called ‘overload’ in terms of content in your curriculum. Perhaps to your surprise, we will link it directly to how you prepare for the content in your curriculum design, whether it is a module, course, training or a degree.

Discover the 'why' of overload, why it happens in the first place.

Expect a body-brain approach to 'dosage' of your content.

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Where to begin, to design with a blended approach?

Today's special edition episode is all about the premium time that face to face has become in education, and how you can use it, to design with qualitative guidelines of flexibility and accessibility, and pedagogy unique for your content.

You need a bespoke approach.

Allow this episode to bring you simplicity.

Find the full transcript at Studiopedia https://www.studioblended.com/Audio-Podcast. It includes relevant literature to allow you to take this further.

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Today we delve into the actual practice of curriculum design.

Part I: The start of every sound teacher training: unlearn to go by intuition and emotion. Ensure a robust fundament with technique and pedagogy.

Part II: What curriculum is, and what learning design is.

Part III: Become aware of this fascinating organ, the brain – how does it learn best, how does it remember, how are lasting memories and deep understanding created – by design?

Part IV: Get into a new routine, and skill yourself to design well.

Go to StudiOpedia for the full transcript. https://www.studioblended.com/Audio-Podcast

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