Higher Education Course Design and Curriculum Development
Who is it for? Designed to support entire course design teams, multiple module leaders, learning and teaching support staff are welcome. The full series of five themes represent a multi-day workshop which aims to provide a new program with all of the paperwork necessary for program validation within your institution. Shorter versions get you as far as you need to be.
- Theme 1 - Institutional Context and Design Principles: engaged in an extensive exploration of the alignment of the entire programme (to graduate outcomes, State, Regional and National benchmarks, with reference to discipline expectations and other external reference points). Discussion about the sequencing of modules across stages and levels, credit worthiness and overarching assessment strategy within the discipline. A focus here is on the transparency and robustness of any course design.
- Theme 2 - Learning Context: the focus will be on identifying students and faculty. Identifying the skills sets they bring to the programme, any identifiable deficits. This will serve to identify learning modes and blend, for example, the degree of work-based learning, independent study and online learning that can be supported by the programme. Design teams will identify the media and educational technology context in which programmes will run. A focus here is on the real-life appeal of your course design, of students likely engagement with your learning design.
- Theme 3 - Learning Structure: starting with clarity as to the progression pathways through modules and levels through the programme we will explore the notion of constructive alignment. Any articulations with parallel provision and options will be explored here. We will explore the authorship of intended learning outcomes (ILO) across five domains of learning, the metacognitive, cognitive, affective, psychomotor and interpersonal, in order to correctly balance the ILOs across the programme.
- Theme 4 - Assessment & Feedback: in the light of institutional limitations on how to deploy assessment across the programme, timing and supporting progressive skills development at each stage is crucial. We will ensure that each module and programme is constructively aligned throughout with an emphasis on meaningful assessment and feedback-throughout.
- Theme 5 - Learning Activities: begins with an exploration of the practical learning and teaching opportunities that the emergent programme represents, testing ideas back to the profiles developed on Theme 1. We will explore some practical conceptions of learning design including the Conversational Framework and the SOLE Model.
- The workshop ends with presenting our outputs back to the entire group and a peer evaluation process.
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