The Module & Programme Development Handbook: A Practical Guide to Linking Levels, Learning Outcomes & Assessment

The Module & Programme Development Handbook: A Practical Guide to Linking Levels, Learning Outcomes & Assessment

The Module & Programme Development Handbook: A Practical Guide to Linking Levels, Learning Outcomes & Assessment

The Module & Programme Development Handbook: A Practical Guide to Linking Levels, Learning Outcomes & Assessment

Synopsis

Modular course structures are now the norm in higher education. This book provides a step-by-step handbook on the processes involved in the design of modules and programs, showing how to successfully develop courses that meet quality, assessment and other key criteria. A comprehensive, concise and refreshingly straightforward guide, this book is a unique practical resource, covering the entire process of developing a module. It gives a clear overview of various elements and enables readers to develop successful structures for their own students. The handbook stresses the importance of designing modules that account for assessment, course outcomes and quality issues. Illustrated throughout with practical examples, case studies and concise summaries, the book will be relevant to everyone involved in designing, developing, administering or assessing courses. It is also available in a fully photocopyable ring-binder edition, with additional exercises and worksheets for use by faculty developers and those working with groups of academics.

Excerpt

This book concerns the design and development of education. Its focus is higher education, though much of it can apply to other areas of education. Primarily the book describes the design of modules that make up programmes.

The manner and methods of viewing education in terms of the outcomes of learning rather than the curriculum content or the actions of teachers have emerged strongly in the past ten years. We can assume, after all, that it is the learning that is done by learners that is the important result in educational activity. Over recent years there has been much work that has supported the development of an 'outcome-focus'. As with many new developments in education, the work has been tortuous, with many hearts and minds to persuade, and many avenues with dead ends. Undoubtedly we are still following some dead-end avenues.

The current state of play in higher education with regard to module development reflects exactly this. We have situations in which there is a distance to go to catch up with patterns of describing programmes that are well established. At the same time, we have other situations in which, maybe, the patterns have gone into extremes in the detail of describing learning, that will prove to be unfunctional or even deleterious to higher education. This is because of the time and effort that they involve for staff and sometimes students, and because they stress the form of detail about learning that can only be realized in factual and surface approaches to learning. These things will resolve themselves in the course of time and the spreading of information, as, perhaps, we are en route to the next change.

The spirit of this book is the provision of information about a state of development in which we are now. In considering the linking of levels, learning outcomes and assessment criteria, the tuning of appropriate assessment methods and the work of teaching, we are in a stage of development. In this we recognize that there are probably no 'right ways' and 'wrong ways', but efforts to improve on what is present. More to the point, the book attempts to inform about present thinking and to explain the logic that underpins that

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