Presentation by Tony Burke to SEDA 23rd Annual Conference - 15/16 November 2018, Birmingham

1. Let’s have a CHAT about curriculum design:
Using cultural historical activity theory to analyse the process
SEDA 23rd Annual Conference
15-16th November 2018
Birmingham
Tony Burke
UNIVERSITY OF WESTMINSTER
@TonyBurke1

2. Source: Samuel Mann https://www.flickr.com/photos/21218849@N03/15644284451

3. PhD in Educational Research - Higher Education

4. Worked in higher education for 27 years

5. Over 10 years as
programme leader

6. Institution-wide
change programme
Led the learning and
teaching project within
the programme

8. Chaired validation and
review panels

9. Many course documents are ………. ?

10. FBSYP
Approach to Curriculum Design
“Flying by the seat of your pants!”

12. They are also excellent teachers

13. Something is
going wrong
Source:https://www.flickr.com/photos/83633410@N07/7658298768

14. Quality Assurance and Procedures

15. Much of the published guidance focuses on curriculum design models
(O’Neill, 2015) (Fung, 2015)

16. A more holistic view is required:
Many different
stakeholders
involved
Different histories,
traditions, priorities,
perspectives

17. Activity Theory

18. The origins of activity theory
Human activity is purposeful and carried out
by sets of actions through the use of ‘tools’,
which can be physical or psychological.
Lev Vygotsky
Russian psychologist
1920s
https://vygotskytheoryinalice.weebly.com/lev-vygotsky.html

19. Professor Yrjö Engeström
University of Helsinki
Expanded Vygotsky’s model
into a more sophisticated
model representing a
collective activity system
https://www.etlehti.fi/artikkeli/ihmiset/professori-yrjo-engestrom-isa-varoitti-minua-tuhoamasta-perhettani

20. Engestrom’s model of a collective activity system

21. Engestrom’s model of a collective activity system

22. Engestrom’s model of a collective activity system
• Unit of analysis is the activity system as a whole
• The multiple perspectives, histories and traditions of
the various members of the system to be considered

24. Object
• The problem space at which activity is directed
• Some ambiguity – the object may change
• Objects provide a direction for activity
• Like a horizon – they may never be reached

25. The object in curriculum design:
https://onlinelearninginsights.wordpress.com/2013/12/09/how-to-design-an-excellent-online-course/
THE COURSE

26. • May be intended or unintended
• Different members of the community may
have different priorities

28. Subject
The course team
Orientation shaped by interests,
values, cultural traditions, and
past experiences.

30. Tools and artefacts

32. Community

33. Community
Who is in the wider community at your institutions?
Who are the key parties involved in curriculum design?
Respond at: PollEv.com/tonyburke
or
Text TONYBURKE to 020 3322 5822
to join then text your responses
Submit as many responses as you like.
Please don’t leave spaces between words.

35. Rules and norms

36. Rules and norms
What rules, regulations and cultural norms influence
the curriculum design process in your institutions?
Submit as many responses as you like.
Respond at: PollEv.com/tonyburke
or text your responses to 020 3322 5822

38. Division of labour

39. Division of labour
Division of labour: How does the horizontal division of
tasks and the vertical division of power influence the
curriculum design process in your institutions?
Submit as many responses as you like.
Respond at: PollEv.com/tonyburke
or text your responses to 020 3322 5822

40. CONTRADICTIONS
Imbalances and
tensions in the
activity system
Can occur in different ways…….

41. Contradictions within each element of the system

42. Contradictions within each element of the system

43. Contradictions between elements of the system

44. Contradictions between elements of the system

45. Contradictions between elements of the system

46. CONTRADICTIONS
• The disturbances they
produce can reveal
opportunities for
innovative solutions
• Should not be
viewed simply
as problems or
conflicts

47. CONTACT ME:
Tony Burke
University of Westminster
t.j.burke@westminster.ac.uk
@TonyBurke1