How to Design a Module

How to Design a Module

(and win Module of the Year!)

Dr Andy Clegg

Aims § To iden5fy the key elements of effec5ve module design § To explore a design journey focusing on internal and

external drivers, module design and delivery, learning outcomes, learner support, assessment, and evalua5on strategies

§ To offer prac5cal 5ps on module delivery and the use of

blended and technology enhanced learning

Module Design Ac3vity 1: •  What are the key ingredients of an excellent module

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Developing a Framework Professional Body Needs External Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

External Drivers External Drivers

• National Benchmark Statements • Requirements of Accrediting Bodies or Equivalent • Higher Education Academy Frameworks • QAA / HEFCE • QAA Level Descriptors • Teaching Excellence Framework • Industry Employers • Changes in society

External Drivers External Drivers

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Developing a Framework Professional Body Needs Learner Needs

Internal

Institutional Needs

Lecturer Needs

Learning Outcomes

Sector, Industry & Societal Drivers Aims & Rationale

Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Internal Drivers Internal Drivers

• University’s Corporate Strategy 2020 Vision

Internal Drivers Internal Drivers

• University’s Learning and Teaching Strategy Learning and Teaching Priorities 1: An Outstanding Learning Experience 2: Excellence in Learning and Teaching 3: Enhancing and Embedding Employability and Enterprise 4: Internationalism and Global Citizenship 5: An Outstanding Learning Environment

Internal Drivers Internal Drivers

• Academic Regulations and Processes • Approving a module and minor change

Internal Drivers Internal Drivers

• Academic Regulations and Processes • Approving a module and minor change

• Programme Structure • Programme aims and objectives • Programme prerequisite and co-requisite structures

Learner Needs Internal Drivers

• Who are your learners?

• Mode of study – FT / PT? • Domestic/International?

• Age profile?

• Undergraduate / Postgraduate?

• What do they want?

• What are their expectations?

• Students, clients, partners, customers?

Lecturer Needs Internal Drivers

• What do you want?

• Professional development (UKPSF) • Respect • Excellent feedback • Evidence of student attainment

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Aims & Rationale Aims & Rationale

• What are the educational goals for your module?

• What conceptions do you have of your learners?

• Why is the subject matter important?

• What are your beliefs and values about learning and teaching?

• How is your pedagogy informed by underpinning theory?

Educational Theory

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Developing a Framework Professional Body Needs Learner Needs

Institutional Needs Lecturer Needs

Learning Outcomes Module Content

Sector, Industry & Societal Drivers Aims & Rationale

Module Design Module Module DesignAims

Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Module Design • Think outside the box!

• Have you engaged students in the design process?

• 3hrs – how are you going to use this?

• 12 weeks? Do you need to run sessions every week?

• Group size?

• What room and equipment do you have access to? (make sure it works!)

Module Design

Module Aims • Module ‘aims’ are a succinct explanation of the module’s purpose • Module aims should be closely aligned with the intended learning outcomes; aims should be informed by the learning outcomes, and learning outcomes should reflect the aims • Module aims tend to be general statements and may be used to illustrate the direction of the module, or indicate the content

Module Design

Module Aims

Learning Outcomes • What should students know or be able to do as a result of the module?

• Should reflect levelness

Module Design Learning Outcomes

Learning Outcomes Module Design

• ‘To describe the critical success factors underpinning training delivery within an organisation’ Verbs that define understanding – a specific ac5on that defines how par5cipants will demonstrate their learning

Learning Outcomes

Learning Outcomes Module Design

• ‘To describe the critical success factors underpinning training delivery within an organisation’ Subject of learning – specific subject material you wish the learning to demonstrate

Learning Outcomes

Learning Outcomes Module Design

• ‘To describe the critical success factors underpinning training delivery within an organisation’ Context of learning – under what context you want the learning to be demonstrated

Learning Outcomes

Learning Outcomes Learning Outcomes

[Based on Bloom’s Taxonomy]

Learning Outcomes • Write in the future tense – preceded with “on successful completion of this module, participants will be able to:” • Write in short clear sentences • Use language to be understood by students – therefore avoid jargon/ ambiguity • Learning outcomes should be achievable and measurable • Identify the most important learning requirements and don’t try to put too much into a single learning outcome

Module Design Learning Outcomes

Learning Outcomes • Subject-specific knowledge: the subject knowledge that students should acquire by the end of the module • Subject-specific skills: skills specific to the particular subject or discipline • Key skills: transferable skills that are not specific to the subject or discipline (e.g. ‘the structured presentation of information in written form’)

Module Design Learning Outcomes

Learning Outcomes Words to avoid

• Understand • Demonstrate • Appreciate • Know about • Become familiar with • Learn about • Become aware of

Module Design Learning Outcomes

Delivery & Support • Delivery – lectures, tutorials, seminars, practicals • Blended learning • Technology Enhanced Learning • Flipped Classrooms • Module Handbooks • Moodle • Guest speakers / fieldtrips • ChiPlayer • Turnitin

Module Design Delivery Strategy/ Learner Support

Class Charter At the start of the module • 5 things the students expect from me • 5 things I expect from them

Module Design

Delivery & Support Module Design

Experiential Learning/Reflective Practitioner CB1 Employability!

Model Outcom

es

Concrete Experience Creative process working with a choreographer, experiencing, engaging directly with professionals, learning new knowledge, placements

Sharing/Engaging Deepening subject knowledge, contextualising sharing what has been learnt with other through teaching workshops, doing, employer engagement and testing out responses to plans

Repetition/Rehearsal

Analysing/Reflective Observation/Sharing Group work, discussing, interpreting, watching, doing

Repetition/Rehearsal Applying/Abstract Conceptualisation/Honing Skills Implementing Experience/ Active Experimentation Taking the studio learning into the theatre, conceptualising, production of publicity literature, posters, programmes, lighting plans

Refining, creating, liaising, reviewing, interpreting

Repetition/Rehearsal

[Adopted from Kolb, 1984]

Childs, C. and Clegg, A. (2016) Dance Maps Employability Journeys, presentation to the HEA Strategic Enhancement Project Dissemination Conference, Birmingham, 11th February.

Delivery Strategy/ Learner Support

Basics • Keep to time • Structured and progressive learning activities • Direct activities to encourage engagement • Make sure that everybody has a chance to contribute to the discussion • Flexibility – ability to cut/add activities if the need arises • Reflect on individual learning outcomes

Module Design Delivery Strategy/ Learner Support

Assessment • How does the assessment capture the attainment of the learning outcomes?

• What aspect of learning do you want to assess?

• Assessment weighting and equivalencies • Formative v summative assessment • Clear and specific assessment criteria • Process v pedagogy?

• Have you engaged with students in the assessment design process?

• Group v individual assessment?

• Group work, group selection and group dynamics

Module Design Assessment & Feedback Strategies

Feedback • Purposeful and meaningful – feeding forward • Returned in a timely manner • Written or audio feedback?

• Consistency • ChiPlayer

Module Design Assessment & Feedback Strategies

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Evaluation • What are the opportunities for feedback and evaluation?

• Are you using feedback and evaluative processes throughout the year not just as part of annual monitoring and review?

• Who is the evaluation for?

• Why are you carrying out the evaluation?

• What will your evaluation do?

• What kind of information do you want to collect?

• What do you plan to do with the information once collected?

Evaluation Strategy

Developing a Framework Professional Body Needs Learner Needs

Sector, Industry & Societal Drivers

Institutional Needs Lecturer Needs

Learning Outcomes

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Where Next?

Module of the Year

• Celebrate and share your practice • University Learning and Teaching Conference • JOLT Submission • Blog (coming in September) • External Conferences • Research Papers • Basis for Fellow, Senior Fellow or NTFS application to the HEA • Programme Review Panels/Quality

Disseminating Practice UKPSF

Developing a Framework Professional Body Needs Learner Needs

Institutional Needs Lecturer Needs

Learning Outcomes

Industry Expectations

Aims & Rationale Module Design

Module Content

Module Aims Delivery Strategies & Learner Support

Educational Theory

Student Engagement Evaluation Strategy

Assessment & Feedback Strategies

[Adapted from: Donnelly and Fitzmaurice, 2005]

Disseminating Practice UKPSF

Module of the Year

Summary • Make learning fun – use different methods to engage participants in a variety of different ways and keep them interested!

• Use humour • Create professional looking resources • Encourage participation and participant reflection – learn by doing!

• Build self-esteem and self-efficacy – build-up the self-confidence of the students • Conversations with staff and students!

Designing a Module

Summary

Designing a Module