Clark looks at one of Blooms less known findings (as well as the taxonomy) where he compared the lecture, formative feedback lecture and one-to-one tuition.
One of the activities we are currently all engaged with is mapping our existing curriculum design processes and developing a baseline document of curriculum design which we can use as a benchmark of progress achieved on the projects.
A key issue for all of us is how to represent curriculum design - what representations might be useful, for what purposes and for whom?