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The critical areas and forms of developmental work:
Relationships, significance and responsibilities
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Interventions in one area of the teaching-and-learning process cannot
compensate for significant shortcomings in another
•
unaddressed shortcomings in any area put a counter-productive and often
futile burden on work in the other areas, in the effort to compensate
•
therefore effective educational development must take place in every area
•
The different areas and forms of development work have their own
purposes and functions but are all needed and essentially complementary
•
for example: ‘Curriculum delivery is part of [a] dynamic interrelationship with
curriculum design… Within this process 'delivery' is defined as the point at
which learners interact with the designed curriculum.’
(JISC undated)
•
this points to the need for a coherently-designed strategy with a clear focus
•
Misdiagnosis of obstacles leads to ineffective interventions, unproductive
utilisation of resources, and persistence of poor outcomes
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treating symptoms rather than the underlying cause
•
hence the necessity of comprehensive, ongoing analysis of obstacles
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