How to design a resilient curriculum: Recent Episodes

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What is it like to prepare for a curriculum design? Guests from New York and Naples

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

We don’t fear controversies, instead we very much welcome them, as they invite you even more to autonomously realise what makes sense for your unique nature and setting. We enjoy asking really good questions. And, we don’t tell you what to get from our guest interviews, but leave that up to you.

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?

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:

• why he opted for multidisciplinary & technical angles to the climate-resilience curriculum;

• the formative experience the pilot was over the past year;

• choosing what goes in - and what stays out;

• confronting students with professionals and reality;

• differentiation options to dig deeper.

He ends with a personal note for other coordinators at European level:

• The urge for us to protect ‘thinking space’ for our young scholars and preserve an organic growth path.

• And: a solid quality Naples can bring all of us for our working dimension.

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What is it like to prepare for a curriculum design? Guests from New York and Naples

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

We don’t fear controversies, instead we very much welcome them, as they invite you even more to autonomously realise what makes sense for your unique nature and setting. We enjoy asking really good questions. And, we don’t tell you what to get from our guest interviews, but leave that up to you.

Veronica 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’.

Hosted on Acast. See acast.com/privacy for more information.

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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.

Hosted on Acast. See acast.com/privacy for more information.

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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.

Hosted on Acast. See acast.com/privacy for more information.

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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 www.studioblended.com/studiopedia . 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.

Got to StudiOpedia for the full transcript.

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