This summary of the Viewpoints Handbook is designed to help staff with their curriculum design, at module or whole-course level. The full Handbook, once available, will give course teams all the information they need to run their own curriculum design workshops, using reflective resources developed by the Viewpoints Project. A full copy of the draft Handbook is available on request to academics interested in reviewing the full Guide.

1. VIEWPOINTS HANDBOOK
A PRACTICAL GUIDE
TO CURRICULUM DESIGN
(EXECUTIVE SUMMARY AND FLOWCHART)
THE full (draft) Handbook is available on request for academic staff
interested in giving feedback on content. Contact
k.virapen@ulster.ac.uk if interested in obtaining a copy.

3. EXECUTIVE SUMMARY
Welcome to this Viewpoints handbook, which is designed to help you with your
curriculum design, at module or whole-course level.
This handbook will give you all the information you need to run a curriculum design
workshop with your course team, using our reflective resources – a learner timeline
worksheet and best-practice pedagogical principles based around four themes –
Assessment and Feedback, Information Skills, Learner Engagement and Creativity
in the Curriculum.
Chapter 1 gives you a brief summary of the Viewpoints approach, its purpose, and
the benefits of holding a Viewpoints curriculum design workshop.
Chapter 2 explains who might find this Handbook useful, and details all the
curriculum design resources available in the associated Download Pack (which can
be downloaded, free of charge, here. [link to Download Pack] A useful one-page
flowchart at the end of this chapter helps guide you visually through the use of
Viewpoints materials and the associated information in the Handbook, and makes a
good starting point for anyone thinking of planning a workshop.
In Chapter 3, you’ll find useful step-by-step information on running your own
workshop, including detailed summary plans (for module or course level
workshops), guidelines for workshop preparation, hints and tips on running a
successful workshop, details of where to get copies of necessary workshop
resources, and workshop roles.
Chapter 4 explains the four themes in more detail, and explains the source of their
underpinning best-practice pedagogical principles.
Chapter 5 tells you what to do with your workshop outputs, and where to go for
more information.
Chapter 6 is a list of acknowledgments of all the stakeholders and expert guidance
that has gone into creating the Viewpoints workshop in its present form.
Finally, Appendix 01 explains how to create your own workshop materials, if you
cannot get access to original course worksheet timelines and theme cards (as
described in Chapter 3).
We hope you find this Handbook useful! If you have any comments, questions or
suggestions then contact us on tfl@ulster.ac.uk.
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