This project at the University of Leicester develops advanced delivery, presentation and assessment processes to enhance the work-based learning experience for students studying remotely. The project will demonstrate the practical marriage of sound approaches in delivery together with new technologies and work–based pedagogies for learning support, communication and assessment of professional adult learners from commencement to completion of the programme of study.

Delivering university curricula: Knowledge, learning & innovation gains

The project has now completed. The final report is available from the bottom of the page.

Key Project Outputs

A summary of DUCKLING deliverables and outputs (available on DUCKLING website) is given below:

  1. A curriculum design and delivery lifecycle model for effective, scalable and sustainable work-based distance curriculum delivery within a dual-mode university.
  2. Two exemplar delivery curricula for two disciplines to illustrate how DUCKLING technology-supported changes made to design and delivery of the three curricula in two disciplines (see Appendix 3 and 4).
  3. An inventory of examples of technology-enhanced solutions to work-based curriculum delivery. These are six case studies, each illustrating the integration of a learning technology to Psychology or Education.
  4. Guidelines: for HE practitioners and managers to develop flexible and learner centred work-based curriculum delivery.
  5. Publications:
    A journal article based on Psychology Podcasting, published in ALT-J,
  6. Dissemination activities: A summary of the key dissemination activities
  7. Reports:
    Evaluation reports: produced by Andrew Comrie, DUCKLING external evaluator
    Two interim reports
    Final report
  8. Podcast outputs:
    Psychology podcasts: the Psychology team produced 100 podcasts in six categories (Table 2). Five of these podcasts are available as Open Education Resources (OERs).
    Education podcasts: the Education team produced a series of podcasts to supplement module content (Table 3). One of these podcasts is available as OERs.
  9. Virtual world outputs:
    A Psychology Virtual world activity (VW-tivity) (see Table 5).
    An Education VW-tivity (see Table 6).
    A SECOND LIFE oil rig: The oil rig is available for access at the University of Leicester’s Media Zoo island
    SECOND LIFE training guides and resources, available as OERs
    An oil rig evaluation video
  10. E-book reader outputs:
    A guide to converting Word documents into ePub format, available as an OER
    An e-book reader video: recording of a discussion session with postgraduates at the University of Leicester via the Graduate School Media Zoo about e-books and e-readers
  11. Voice Board outputs:
    Wimba Voice Board user guide
    Guide for e-moderating on voice boards
  12. Examples of research instruments:
    A causal map example (Appendix 5)
    An e-book reader survey (Appendix 6)
    A SECOND LIFE survey (Appendix 7)
    A podcast feedback survey (Appendix 8)
  13. Other outputs:
    Two DUCKLING posters
    A DUCKLING leaflet: providing an overview of DUCKLING methods and key findings.
    A summary of how DUCKLING technologies addressed the original challenges (Appendix 1)
    A cost-benefit analysis of DUCKLING technologies (Appendix 2)
    A document on the development of a consultancy task using video podcast. This task was run as part of the 2010 Occupational Psychology (OP) Course Conference.
    An overview document about how DUCKLING technologies were integrated into the two Psychology programmes.

Overview

The Delivering University Curricula: Knowledge, Learning and Innovation Gains (DUCKLING) project at the University of Leicester develops advanced delivery, presentation and assessment processes to enhance the work-based learning experience for students studying remotely. The project will demonstrate the practical marriage of sound approaches in delivery together with new technologies and work–based pedagogies for learning support, communication and assessment of professional adult learners from commencement to completion of the programme of study.

Aims and Objectives

To identify new opportunities for enhancing curriculum delivery for work-based programmes and to develop a range of innovative technology-based responses. DUCKLING targets three PG DL demonstrator programmes (2 in Psychology and 1 in Education) and aims to:

  • Align learning experiences with students’ work-related needs, enabling active, situated, work-based learning
  • Enhance distance and work-based delivery with up to 3 innovative technology-mediated approaches to learning
  • Engage key stakeholders throughout the delivery, development and piloting
  • Be flexible enough not to require re-validation by enabling subject teams to design once and deliver many times
  • Inform the two key curriculum delivery-orientated elements of Leicester’s new DL strategy

Project Methodology

DUCKLING has selected three work-based programmes in two disciplines, which best represent the institutional strategic challenge and the curriculum delivery activities: the MA in Applied Linguistics and TESOL, the MSc in Occupational Psychology and the MSc in Psychology of Work. The project will support the programmes to deliver peer-enabled, work-based or professional development learning by driving delivery through collaborative group work.

Action research and cognitive mapping will provide research evidence that informs practice in work-based curriculum delivery. Student and employer feedback will drive iterative improvements to the pilot models.

Anticipated outputs and outcomes

  1. A transferable model for effective, scalable inclusive and sustainable work-distance-based curriculum delivery within a dual-mode university
  2. Exemplar delivery curricula for each pilot/demonstrator programm
  3. Examples of technology-enhanced, re-versionable approaches to work-based delivery challenges
  4. Guidelines for developing flexible, learner-centred WB curriculum delivery processes
  5. Interim and final project reports
  6. A project blog, wiki and website to enable sector-wide dissemination of findings and engagement with key stakeholder communities
  7. A report based on two annual benchmarking studies (scheduled for 2009 and 2010) involving two or more ‘dual-mode’ HE institutions offering work-based distance learning
  8. A community of practice of work-based ‘deliverers’ to facilitate further sustainability

Technology / Standards used (if applicable)

  1. E-books for mobility and interaction with selected writings
  2. Weekly short pedagogical podcasts based on the IMPALA model
  3. Second Life Media Zoo visits

Project Staff

Project Manager
  • Jaideep Mukherjee, Beyond Distance Research Alliance, 1813 Attenborough Tower, University of Leicester, University Road, Leicester LE1 7RH, T: +44 (0) 116 252 2805 jaideep.mukherjee@le.ac.uk
Project Team
  • Principal Investigator and Project Director: Prof Gilly Salmon, +44 (0) 116 252 2440 gilly.salmon@le.ac.uk
  • Project Adviser and CARPE DIEM leader: Dr Alejandro Armellini (DL Development Fellow, BDRA), +44 (0) 116 252 2768 aa277@le.ac.uk
  • Project Adviser: Dr Palitha Edirisingha (Lecturer in e-Learning),  +44 (0) 116 252 2177 pe27@le.ac.uk
  • Project Adviser, Technology: Dr Richard Mobbs (Head of E-Learning Advocacy),  +44 (0) 116 252 2247 rjm1@le.ac.uk
  • Project Champion: Dr Pam Rogerson-Revell (School of Education), +44 (0) 116 252 7512 pmrr1@le.ac.uk
  • Project Champion: Dr Ray Randall (School of Psychology), +44 (0) 116 252 1032 rjr15@le.ac.uk
  • Research Associate in Distance Learning with Technologies: Dr Ming Nie, +44 (0) 116 252 22781 mn79@le.ac.uk
  • Teaching Fellow in Distance Learning with Technologies (School of Education): Ms Gabi Witthaus grw8@le.ac.uk
  • Teaching Fellow in Distance Learning with Technologies (School of Psychology): Dr Kelly Barklamb kb179@le.ac.uk

Documents & Multimedia

Summary
Start date
1 November 2008
End date
31 October 2010
Funding programme
e-Learning programme
Strand
Transforming curriculum delivery through technology
Project website
Lead institutions
Beyond Distance Research Alliance, University of Leicester
Topic