Development and Delivery of a Sustainable Development …
469
bridge it into that of others for purposeful engagement with sustainability. This
pedagogical edge enables a liaison for example between humanities and science
students (Biagioli 2009). When disciplinary boundaries are broken from the teaching
level, students begin to see their instructors less as information disseminators and
more as facilitators of discussion with their peers: the true benefit of the flipped
classroom approach (McLean and Attardi 2018).
2 Development
Several challenges emerge when working on cross-subject curriculum material in
blended learning contexts. Challenges included the need for specialist staffing and
filming abroad and domestically. At the core of these efforts was a need to foster
and maintain excellent working relationships with academic, student and external
collaborators. Venues, councils, and archives were also integral partners in the success
and visual variety of the media content. Another challenge was the need for testing
and delivery of innovative curriculum approaches for other types of digital assets. The
project team supported the identification, acquisition, testing and implementation of
tailored resources that balanced innovation with accessibility.
2.1 Collaboration
Development of the unit required collaboration with teams across and beyond the
University. The Academic Quality and Policy Office (AQPO) was enlisted to provide
guidance through the quality assurance process, while the timetabling team ensured
that all unit-specific requirements were given institutional priority to allow as many
students as possible to take the unit. The Digital Education Office (DEO) was a
core point of contact to advise on Blackboard systems and blended learning support.
The Secretary’s office advised on legal requirements. Faculty administration teams
supported small and large-scale activities, such as workload arrangements. The unit
was hosted in the School of Geographical Sciences, which oversaw core curriculum
actions such as arrangements for external examiners, registering students onto units,
and collating assessment marks.
Community and international collaborations were also integral to creating the
broad vision of the unit. The unit invited content contributions from the local city
and international colleagues. Predominantly, this took the form of freeform video
interviews and case studies, as detailed below. Furthermore, the unit worked with
specialist groups, such as archives, councils, research and commercial organisations to ensure that multiple stakeholder perspectives to the SDGs were considered and integrated into the unit. Together, over two hundred people were involved
in the development of the unit. In addition, interdisciplinary collaboration within
the core teaching team also provided an important element of curriculum design
469
bridge it into that of others for purposeful engagement with sustainability. This
pedagogical edge enables a liaison for example between humanities and science
students (Biagioli 2009). When disciplinary boundaries are broken from the teaching
level, students begin to see their instructors less as information disseminators and
more as facilitators of discussion with their peers: the true benefit of the flipped
classroom approach (McLean and Attardi 2018).
2 Development
Several challenges emerge when working on cross-subject curriculum material in
blended learning contexts. Challenges included the need for specialist staffing and
filming abroad and domestically. At the core of these efforts was a need to foster
and maintain excellent working relationships with academic, student and external
collaborators. Venues, councils, and archives were also integral partners in the success
and visual variety of the media content. Another challenge was the need for testing
and delivery of innovative curriculum approaches for other types of digital assets. The
project team supported the identification, acquisition, testing and implementation of
tailored resources that balanced innovation with accessibility.
2.1 Collaboration
Development of the unit required collaboration with teams across and beyond the
University. The Academic Quality and Policy Office (AQPO) was enlisted to provide
guidance through the quality assurance process, while the timetabling team ensured
that all unit-specific requirements were given institutional priority to allow as many
students as possible to take the unit. The Digital Education Office (DEO) was a
core point of contact to advise on Blackboard systems and blended learning support.
The Secretary’s office advised on legal requirements. Faculty administration teams
supported small and large-scale activities, such as workload arrangements. The unit
was hosted in the School of Geographical Sciences, which oversaw core curriculum
actions such as arrangements for external examiners, registering students onto units,
and collating assessment marks.
Community and international collaborations were also integral to creating the
broad vision of the unit. The unit invited content contributions from the local city
and international colleagues. Predominantly, this took the form of freeform video
interviews and case studies, as detailed below. Furthermore, the unit worked with
specialist groups, such as archives, councils, research and commercial organisations to ensure that multiple stakeholder perspectives to the SDGs were considered and integrated into the unit. Together, over two hundred people were involved
in the development of the unit. In addition, interdisciplinary collaboration within
the core teaching team also provided an important element of curriculum design