click here for a selection of the current programme re-design projects...

 

“Programme design is often a creative, and often, innovative activity. The process used by institutions to approve, monitor and

review academic programmes should foster creativity and encourage a culture of continuous enhancement of provision.”

(QAA Code of Practice, 2006, Section 7: Programme Design, Monitoring and Review, Para 14, p.5.)

 

Programme Design & Re-design:

Programme Design projects provide an opportunity to examine current practices and conventions within your programmes, Departments and Schools in relation learning, teaching and supporting students. Our approach focuses on three main areas: Values and Principles, Defining Learning Outcomes and Standards as set out in the Academic Handbook. 

 

A Resource Pack has been put together in order to assist you and your team as you begin your Programme Design project (see below for the online version). The readings explore some well-established learning and teaching theories, concepts and principles. The pack is by no means comprehensive, it is an overview of the fundamental elements required for designing learning, for example, general principles of course design, learning concepts and theories, learning objectives, assessment and feedback, and embedding e-learning.

 

Internationalisation and programme (re)design

The areas of possible focus for curriculum development for internationalisation can include some, or all of the following:

 

·         increasing the inclusion of international case studies, sources, and perspectives on the subject area;

·         developing an understanding of how the subject area (and the professions associated with it) relate to the global context;

·         encouraging a global ethic;

·         developing skills for living and working with people from other countries and cultures;

·         developing attitudes and values which might be associated with a ‘global citizen’;

·         using approaches to assessment, learning and teaching which are inclusive, equitable, and able to recognise alternative world views.

 

For further information, please see the 'Hands-on' Internationalisation guide.  Please contact the Programme Design Team in the LTDU for more information, for additional resources relevant to your own project, or for further discussions about the resources. 

 

Programme Design Team  

Ruth Matheson

(Project Leader)          Ext 1535    rmatheson@uwic.ac.uk

Rose Lonsdale           Ext 6253    LTDUManager@uwic.ac.uk

Clare Thomas             Ext 6239    LTDUManager@uwic.ac.uk

Denise Buckley           Ext 7179    dbuckley@uwic.ac.uk

Rachel Coral               Ext 6264     rcoral@uwic.ac.uk

 

Programme Design Resource Pack:

 

Resource A     -   Extracts from Academic Handbook

Guidance on Programme Design

Programme Design Elements

 

Resource B(i)  -  Precepts and Explanations:

QAA Code Practice for the Assurance of Academic Quality and Standards in Higher Education

                                                Section 7: Programme Design, Approval, Monitoring and Review. September 2006

 

Resource B(ii)  - QAA Code Practice for the Assurance of Academic Quality and Standards in Higher Education.

                                Prompts for Consideration in Programme Design

 

Resource C    -    Teaching Strategies for Effective Teaching: Ramsden, P. Learning to Teach in Higher Education, Routledge, London.

 

Resource D    -    Biggs, J and Tang, C. Teaching for Quality Learning at University

                                (3^rd Edition) Maidenhead, Open University.

 

Resource E    -    Seven Principles for Good Practice in Undergraduate Education                                                                       http://www.csuhayward.edu/wasc/pdfs/End%20Note.pdf

 

Resource F    -     Using Learning Outcomes to Design a Course and Assess Learning

http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id252_Guide_for_Busy_%20Academics_Using_Learning_Outcomes_to_Design.rtf

 

Resource G(i) -   Design a Module Using the Principles of Constructive Alignment

                                http://www.ntu.ac.uk/CASQ/quality/res_learn_teach/59229.pdf

 

Resource G(ii) -  Aligning Teaching for Constructive Learning (Biggs, J.)

http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id477_aligning_teaching_for_constructing_learning.pdf

 

Resource H   -     Introduction to Threshold Concepts (Cousin, G)

                                http://www.gees.ac.uk/planet/p17/gc.pdf

 

Resource I    -      Review of E-Learning Theories, Frameworks and Models (Mayes, T & DeFrehas, S.)

 

Resource J     -    REAP – Assessment Principles

                                http://www.reap.ac.uk/resourcesPrinciples.html

 

Resource K    -    REAP – Assessment as a Drive for Institutional Transformation

                                http://www.reap.ac.uk/public/Guides/BP3_whyassess_DNicol.pdf

 

Resource L(i)  - Transforming Assessment  and Feedback http://www.enhancementthemes.ac.uk/documents/firstyear/FirstYear_TransformingAssess.pdf

 

Resource L(ii) -   Examples of the Implementation of the Assessment and Feedback Principles              

http://www.enhancementthemes.ac.uk/documents/firstyear/FirstYear_TransformingAssess.pdf

 

Resource M   -     HEA Enhancing Student Learning Through Effective Formative Feedback (Juwah et al, 2004).

http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id353_senlef_guide.pdf

 

Resource N   -     JISC E-Assessment

                                http://www.jisc.ac.uk/uploaded_documents/ACFC6B.pdf

 

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