MOOCs, self generated OER based curricula, kite-marking schemes, and elaborate credit transfer schemes are a reality in increasingly complex higher education sector. Students often pursuing studies from within the world of work where physical mobility of employable precludes commitment to a single campus based programme over four years require well defined, constructively aligned, module designs. Clever module design means clever programme design, clever portfolios and successful institutions. Learning design is no longer just an issue for the Quality Office; the Strategy people are beginning to care too.
The vast majority of UK Universities now are able to produce detailed module and programme specifications for their teaching programmes. Specification templates usually detail the aims and objectives, resources, indicative scheme of work, staffing and mode of delivery. They also routinely use a template to generate the Intended Learning Outcomes (ILO) for the module or programme. Frequently divided into three or four sections covering, knowledge and understanding, intellectual skills (cognitive domain), professional and practical skills (affective domain) and general transferable skills (psychomotor skills), these templates are completed with varying degrees of comprehension as module validation panels will attest.
The logic is that to achieve a well-structured and constructively aligned curricula, the module team should determine what the ILOs for the module are to be (Biggs & Tang, 2007). What will the learner be able to do at the end of the module? Having determined the ILOs the team would then determine how they would enable the student to demonstrate achievement of the outcomes and draft an appropriate assessment strategy. Then, and only then, the module design team would look at what the student needed to be able to demonstrate and work out what was needed as input. Outcomes first, assessment second, teaching inputs third.
It’s not an easy thing to do. As teachers we’re passionate about our subjects, anxious to impart what we know is important, what ‘did it for us’, and at some point in this process many faculty will ‘go native’, reach for the seminal text (or the nearest thing to it, their own book), and start thinking about what the students need to know. This can of course produce fantastic learning experiences and there are a great many exciting modules drafted on the backs of envelopes without specification templates. They don’t make for effective records of achievement however.
Accreditation of prior accredited learning has always been a challenge. An effective template for module and programme design makes a significant difference. Students should be able to identify from their transcript exactly what it is they can evidence as intended learning outcomes. I would argue further that phases in learning and teaching activity should also have notable objectives that map directly to the ILOs (See the SOLE model described in Atkinson, 2011).
So how many intended learning outcomes, how many affective, how many cognitive, how many is too many? My next post will be my reasoning on that issue.
Atkinson, S. (2011). Developing faculty to integrate innovative learning in their practice with the SOLE model. In S. Ferris (Ed.), Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners. Hershey, PA: IGI Global.
Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press.
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