0. Overview | 1. Student Profiles | 2. Discipline Contexts | 3. Media Choices | 4. Intended Learning Outcomes | 5. Assessment | 6. Learning Teaching Activities | 7. Feedback | 8. Evaluation
Tertiary providers are increasingly expected to deliver ‘work-ready’ graduates. This is a challenge when we must acknowledge that many graduates will begin careers in a year or within the next three years, which does not exist today. Identifying the competency frameworks within our disciplines and those of our professional colleagues is a good place to start (Atkinson, 2015). We can then identify a range of graduate attributes that will underpin our programme outcomes and inform the development of real-world assessment.
Challenging Our Assumptions
How much has your discipline context evolved in recent years? Regulations, competency frameworks, and benchmark statements may have changed.
Whether you are designing an individual module or an entire programme, it is important to ‘future-proof’ it to the greatest extent possible. To ensure that it is consistent and logical. If one sees individual modules as self-contained ‘units of learning’ with their own outcomes and assessment, you risk creating problems later on.
It is important to question all of our assumptions about the context into which our learning design is intended fit. Despite the fact that you may feel you know your learning context intimately, there will likely be some contextual evolution. Take the time to go through these questions, if only to confirm your assumptions.
Institutional Context
Regardless of whether you are charged with designing an entire degree-awarding programme, a programme or an individual module, you will be doing so within an institutional context. Validating learning is the responsibility of approved degree-awarding institutions in the UK and many other countries, though some have regional or national validation processes (www.inqaahe.org). Regulations vary marginally across contexts, but they are remarkably consistent in their aspirations despite varying levels of detail.
You should design your module or programme in accordance with your institution’s academic regulations, policies, and practices. But, it is important to avoid copying existing learning on the basis that they will automatically be suitable for validation. The regulatory framework also evolves over time; it adjusts over time in response to the dynamic dialogue between innovative course designers and those responsible for institutional quality assurance. Never copy and paste!
You might want to convene a course team and ask:
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National Quality Assurance Context
Once you have a sense of how your learning design fits into the institutional context, but before anything is regarded as fixed, it is prudent to review external contextual influences on learning design. One of the most important is the national, regional or state context.
In the United Kingdom, oversight is provided by the QAA, so this section primarily relates to this context. However, you are likely to find the questions pertinent and well worth answering in your own context if it differs. Whilst the QAA guidance is not universally adopted and there are exceptions in practice in some institutions, the overwhelming majority conform to these guidelines.
The UK Quality Code for Higher Education is a web-based resource with printable PDFs (qaa.ac.uk) that provides a comprehensive structural guide for interpreting learning designs. It does not provide a design template, rather it functions more accurately as an evaluative framework. Part A of the code is the most pertinent to the design process at this moment. There are four themes you should contemplate as a course team.
| Themes | Design Questions |
| Framework for Higher Education Qualifications Levels | At what Level is the programme’s named award to be made (Graduation level)? |
| Qualification Characteristics | Broad guidance as to the distinguishing characteristics of specific named awards. |
| Credit Framework | Convention determines that certain exit awards have a certain number of credits associated with them as described above. Another important guiding principle is the concept of ‘notional student hours’, which might, for example, suggest that 1 credit equates to 10 hours of study. This measurement should include everything the student does, including assessment. |
| Subject Benchmarks | Disciplines at both undergraduate and postgraduate levels may have subject benchmarks. These provide valuable conventional guidance on what is anticipated to be learned by students under specific discipline or subject headings. |
Professional Accreditation and Employment Trends
Given the design process is likely to take at least a year to recruit your first students (your PG students will probably be graduating in 2 years, your UG students in 4 years), a lot can change.
It is important to build environmental horizon scanning into your design and review processes. This may already exist in your practice, but where it doesn’t, it is worth instituting. Gathering White Papers from competitors, clients, employers, as well as press clippings and exploring changes in the direction that your profession may be heading should be the focus of some course team debate.
For more on horizon scanning, you may want to explore this UK government resource.
There is clearly also value in sharing your early programme and module designs with representatives from the professions or disciplines that your graduates are intended to graduate into. It’s often a good idea to do this very early on in the process, not to ask for validation of your designs, but to capture the widest possible intelligence on future directions.
Here are some basic questions; as a course team, you should explore those that seem more appropriate to your evolving context.
Professional Accreditation
| Competency Frameworks | What competency frameworks (apprenticeship standards) and professional body guidelines exist in my discipline?
If there is no domestic guidance, what about other language domains that might be indicative of trends? |
| Ethical Standards | Are there globally recognised ethical standards in my discipline? What internationally agreed accords are under development? |
| Anticipated Changes | Are competitors working on alternative offerings such as two-year degrees or new degree apprenticeships.? |
Employment Trends
| Globalisation vs Localisation | How is my profession or discipline evolving? Are there identifiable trends? How important is language ability or digital skills? |
| Automation / Systematisation | How much of my discipline or profession is data-driven, or knowledge-based, and therefore more prone to automation? On the contrary, are there interpersonal or affective skills that distinguish my discipline that are likely to require personal presence? |
| Anticipated Changes | What are the big ideas in my discipline?
Are there new Internet applications that take away part of what has traditionally been seen as a distinguishing feature of my discipline? |
Scholarship Agenda
It is natural for course teams to be intimately familiar with the scholarship that underpins the ‘content’ that they intend to deliver to students. For most course teams, the harder part is to get some distance from their own practice and take a ‘bird’s eye view’ of their design as it emerges.
Again, it is important to be sensitive to the evolving landscape of the discipline. The best way to do this is to establish some form of ‘environmental scanning’ or ‘horizon scanning’ processes within your design team. Avoid the danger of fixating on a competitor’s advantage, or a particular client’s requirements, by maintaining as broad a view as possible.
Here are four categories you may want to start with. Review sources in each category with the same question: “What does this source tell me about the evolving needs of effective learning design in my discipline?”
| Academic Literature | Academic Journals in your discipline Academic Books and Book Chapters in your discipline Academic publications in related fields that directly or indirectly impact your discipline. |
| Conference Proceedings | Conference proceedings are very often very much current or future implementations of scholarship. A great place to get a handle on what is happening ‘now’ and in the near future. |
| Grey Literature | The blogosphere is a great place to source original and innovative approaches. Once you have validated the sources (so you know the writer is credible), you may want to track their train of thought over time. White Papers from software producers (most disciplines make some use of technology!) and publishers are also counted as ‘Grey Literature’. Some software companies have in-house R&D divisions that foreshadow major trends in your discipline. |
| Contacts | Personal or Team contacts also provide invaluable accounts of practice that inform the design process. You may find out the difficulties, or advantages, of running virtual scenarios for example and correct your design accordingly. |
Evaluating your Contextual Judgements
It is important to return to these questions as you go through the future stages of the 8-SLDF. You will want to revisit these questions each time you have a course team meeting:
- Has my institutional strategy or alignment changed in any way?
- Have any quality assurance regulations, guidelines or benchmarks changed in any way?
- Do I still have all of the external reference points I need to establish Programme Outcomes?
- What contextual circumstances suggest that I might want to do something different from the norm, and what external support is needed? And if I’m not doing anything innovative, why not?!
- What issues has my horizon scanning produced that others in the School or the wider University need to be aware of?
Atkinson, S. P. (2015). Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 10(2), 154–177.