CURRICULUM DESIGN AND DEVELOPMENT

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN925016
Module Leader Fiona Kennedy
School Academic Development & Student Learning
Subject Academic Development
Trimester
  • A (September start)

Pre-Requisite Knowledge

Working in a teaching role (normally a minimum of 9 hours student contact per week). Undergraduate degree or equivalent.

Summary of Content

This work-based learning module is designed to support participants who are new to designing and delivering the curriculum appropriate to HE. Participants will gain knowledge and skills to develop effective module designs appropriate for diverse learning groups. Participants will gain a theoretical grounding in curriculum design including designing for intercultural teaching and embedding the common good curriculum. Accessing both current literature and practice, students will cover a range of issues influencing effective practice including learning environments, teaching and assessment strategies, curriculum design, and quality enhancement and assurance requirements. The module will be assessed via submission of a design of an assessment task and a critical review of a programme/module which they are familiar with/appropriate to own locale.

Syllabus

Principles of effective curriculum design Constructive alignment Designing learning activities and assessment tasks Designing for diverse learning groups Embedding the common good curriculum Approaches to intercultural teaching Designing for digital learning, teaching and assessment

Learning Outcomes

On successful complettion of this module the student should be able to:1. Demonstrate a critical understanding of the principal theories and concepts related to curriculum design2. Apply knowledge, skills and understanding to design an effective assessment task3. Critically review an existing module/programme to extend knowledge of curriculum design practice

Teaching / Learning Strategy

A range of teaching and learning method/strategies and environments will be used which are appropriate to each mode of delivery (face-to-face/blended learning/online) to build a robust foundation of knowledge and skills and promote self-directed learning in students. Dependent on mode this may include: workshops (interactive, face to face, online), participant-led collaborative activities, VLE supported online activities, self-evaluation activities, reflective practice, work based learning, and evidence informed practice. In addition students will be engaged through: webinar/podcast/online video; guided reading activities; online discussion (synchronous/asynchronous as appropriate for student group); demonstration of good practice in using technology to support learning. They will be supported to appreciate the value of critical and scholarly reflection on their developing practice through collegial discussion and peer feedback. This module will require substantial independent learning to identify appropriate sources of reading and research and apply this within an authentic work setting. The module will be offered to students in two complementary modes of delivery (dependent on location within the university). For students at the Glasgow campus a face-to-face mode of delivery (with blended elements) will be employed; for students at branch campuses the module will be delivered online.

Indicative Reading

Beetham, H. and Sharpe, R. (eds) (2013), Rethinking pedagogy for a digital age: designing for 21st century learning, 2nd ed., New York: Routledge. Biggs, J. and Tang, C. (2007), Teaching for quality learning at university, Maidenhead: Open University Press. Jarvis, P. (2012), Adult education and lifelong learning: theory and practice, 4th ed., London: Taylor and Francis. Jisc (2016). Glasgow Caledonian University: a focus on flexible curriculum design case study. [online] Available at: <https://www.jisc.ac.uk/guides/developing-organisational-approaches-to-digital-capability/case-studies> . [Accessed 22 November 2017]. Ryan, J, (ed) (2013) Cross-cultural teaching and learning for home and international students: internationalisation of pedagogy and curriculum in higher education, Abingdon and New York: Routledge. Salmon, G. (2013), E-tivities: The key to active online learning, 2nd ed., London and New York: Routledge.

Transferrable Skills

Critical thinking and problem solving Critical analysis Communication skills (written, oral and listening) Self-confidence, self-discipline and self-reliance Creativity, innovation, divergent and independent thinking Appreciating the need for continuing professional development Lifelong learning skills Digital teaching Digital literacy skills Ability to apply specialist knowledge

Module Structure

Activity Total Hours
Independent Learning (PT) 90.00
Tutorials (PT) 5.00
Seminars (PT) 15.00
Assessment (PT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.00 40.00 45% Design of an assessment task
Course Work 02 0.00 60.00 45% Critical review of programme module