Postgraduate Certificate in Teaching in Higher Education
THE 7002
Curriculum Design for Learning
Module Handbook
April 2014
Module leader:
Dr John Bostock
E-mail:
Tel: (01695) 650848
Introduction
Welcome to the second module of the Postgraduate Certificate in Teaching in Higher Education. In this module you will continue to reflect on your role within the current context of higher education. You will be encouraged to investigate the significance of the role of curriculum design in response to contemporary discourses around widening participation and student diversity.
Learning outcomes
On successful completion of the module participants will be able to:
1. Critically reflect on the planning, delivery and evaluation of a unit of curriculum.
2. Critically evaluate current literature in order to demonstrate an awareness of the complex nature of concepts relating to student diversity and equity in higher education.
3. Demonstrate a systematic understanding of quality assurance and enhancement processes in relation to curriculum design.
4. Critically reflect on their practice identifying areas for further development.
Module content
Content will include:
· The curriculum design process in higher education settings. Professional standards and expectations of curriculum designers in higher education settings.
· Inclusion, widening participation and curriculum design and implementation. Ethics and curriculum design and philosophical positions on the functions of higher education curricula.
· Constructively aligned ‘teaching systems’ and outcomes-based curricula
· Identifying the need for a programme, (drivers for curriculum content and organisation).
· Academic standards/frameworks.
· Writing/setting learning outcomes, levels, progression and continuity in planning.
· Determining strategies for delivering teaching and facilitating learning.
· Assessing the learning outcomes and deployment of grading criteria.
· Evaluation of curriculum and their delivery and relation to quality management and enhancement systems (local and national).
· Using evaluation in future design processes.
· Constructing learning environment using learning technology, and in particular the use of ICT in teaching, learning facilitation and assessment.
· Module leadership and administrative tasks.
· Research into the discipline/support area and its pedagogy and the use of this in programme design.
Teaching and learning strategies
This module will encourage a collaborative learning environment in which participants share their experiences of the design of teaching, learning and assessment and their understanding of the nature of diversity within higher education settings. Whilst extensive use will be made of the participants’ own experiences to link theory and practice, use will also be made of lectures, case studies, video and written material (i.e. articles, chapters from textbooks, etc.). Blackboard will be used to support and complement the face-to-face sessions.
Plan of face-to-face sessions
Information on the dates, times and rooms for face-to-face sessions are posted on Blackboard. Details of the content of sessions; essential and useful reading; and any other activities/exercises required for sessions are also included on Blackboard.
Assessment
There is a course requirement for participants to provide a brief written response to feedback received on their previous assessment. This may, if relevant, include comments about how they have addressed any issues raised in their previous assignment that are relevant to this assignment. The length of the response will depend upon the nature of the feedback they have received, but is expected to be between 200–500 words.
Assignment
The assignment comprises of two parts:
1. Critically analyse the planning, delivery, assessment and evaluation of a unit of curriculum. The analysis should include a critical reflection on the nature of your student cohort/s and the relevance of student diversity discourses to the potential inclusion/exclusion of learners. (This part covers Learning Outcome’s 1, 2 and 4). It is recommended that this component of the assignment should be approximately 4,000 words in length (excluding references).
2. A critical commentary based on an observation of an institutional validation event including an awareness of quality assurance systems and opportunities for quality enhancement. (This part covers Learning Outcome 3). It is recommended that this component of the assignment should be approximately 1,000 words in length (excluding references).
Submission date: 9th September 2014
One copy should be submitted electronically through Blackboard. You may also forward an e-copy to your tutor.
Always retain a copy of every assignment you submit.
Assessment criteria
Learning outcomes / Pass / Merit / Distinction1. Critically reflect on the planning, delivery and evaluation of a unit of curriculum. / Identification of some of the key factors (planning, delivery and evaluation) influencing practice, although some relevant factors may be omitted or not given sufficient attention.
There will be a useful discussion of how these factors influence practice.
There will be evidence of some attempt at adopting a critical approach. / The key factors (planning, delivery and evaluation) influencing practice will be identified.
There will be a good discussion of how these factors influence practice. This will include a critical approach with some pertinent comments made. / Excellent coverage of the factors influencing practice will be identified.
A very well developed critical analysis of the way in which these factors influence practice will be incorporated into the assignment.
2. Critically evaluate current literature in order to demonstrate an awareness of the complex nature of concepts relating to student diversity and equity in higher education. / The description of an aspect of practice will generally be succinct and understandable, but there may be one or two areas that would benefit from further and/or more explicit explanation. There may also be one or two areas where a more succinct approach could be adopted.
A range of relevant reading from mainly high quality and up-to-date sources will be utilised. There will be evidence of a good understanding of the literature, an appreciation of different perspectives and the ability to make useful links between theory and practice. / The description of an aspect of practice will be succinct and understandable.
A wide range of relevant, high quality and mainly up-to-date literature will be utilised and critically engaged with. There will be evidence of a very good understanding of the literature and the ability to synthesise different sources of information.
Pertinent and useful links between theory, practice and student learning will be made. / The description of the aspect of practice reflected upon will provide a clear and succinct picture of the aspect of practice to be discussed.
An extensive range of relevant reading, adopting an inter-disciplinary approach and utilising high quality and up-to-date sources will be utilised and critically engaged with.
Ability to effectively synthesise disparate sources of information and make very effective, pertinent and expert links between theory, practice and student learning.
3. Demonstrate a systematic understanding of quality assurance and enhancement processes in relation to curriculum design. / Use will be made of Quality Assurance and Quality Improvement processes involving the use of the learner voice.
In interpreting feedback there will be some evidence that their personal and professional values have been considered and perhaps the values of others. / Effective use will be made of Quality Assurance and Quality Improvement processes involving the use of the learner voice.
When interpreting feedback a reflexive approach that considers, not only their own values (personal and professional), but the values of others will be in evidence. / Very good and extensive use will be made of Quality Assurance and Quality Improvement processes involving the use of the learner voice.
There will be evidence that a reflexive approach that takes into account not only their own values (personal and professional) but the inter-play between these and the values of others.
4. Critically reflect on their practice identifying areas for further development / The assignment will include a critical analysis of some of the ways in which this reflection will, in the future, benefit their practice and enhance their students’ learning / The assignment will include a critical examination of a range of different options available to improve practice and student learning in the future. Some consideration of the decision-making processes involved in reaching a conclusion will be included. / The assignment will include a detailed and critical examination of a range of options to improve practice and student learning in the future. There will, in the range of options considered, be evidence of effective decision-making and creative thinking.
Inclusive Learning
We aim to make the sessions accessible to everyone. If you need us to present information in a different format (e.g. electronic copy, large print, etc.) or you need any other modifications, please let the module leader know. Other support is also available (see the Programme Handbook for details of further support available).
Learning Resources
Textbooks
Essential reading
Barnett, R. (2009) ‘Knowing and becoming in the higher education curriculum’ Studies in Higher Education Vol. 34, No. 4, pp.429 – 440.
Biggs, J. (2003) Teaching for Learning at University New York: Open University Press.
Fraser, S, P. Bousanquet, A, M. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education. Vol. 31, No. 3, pp. 269 – 284.
Fry,H., Ketteridge, S. and Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education Routledge.
Lea, M. (2004) ‘Academic Literacies: a pedagogy for course design’ Studies in Higher Education Vol. 29, No. 6, pp.739-756.
Useful reading
Archer, L. (2007) ‘Diversity, equality and higher education: a critical reflection on the ab/uses of equity discourse within widening participation’ Teaching in Higher Education 12(5-6), pp. 635-653.
Archer, L. & Leathwood, C. (2003) ‘New times – old inequalities: Diverse Working Class Femininties’ Gender and Education Vol.15, No. 3. pp. 227 – 235.
Barnett, R. Coate, K. (2006). Engaging the Curriculum in Higher Education New York: SRHE and Open University Press.
Clifford, V. (2009) ‘Engaging the disciplines in internationalising the curriculum’ International Journal for Academic Development Vol. 14, No. 2, pp.133-143.
David, M. (2010) Improving Learning by Widening Participation in Higher Education London and New York: Routledge.
Gibbs, G. and Dunbar-Goddet, H. (2009) ‘Characterising programme level assessment environments that support learning’ Assessment and Evaluation in Higher Education Vol. 34, No. 4, pp. 481 – 489.
Gorard, S., Smith, E. Thomas, E., May, H., Adnett, N. & Slack, K. (2006) Review of widening participation research: addressing the barriers to participation in higher education, London: HEFCE, 170 pages, available at http://195.194.167.100/pubs/rdreports/2006/rd13_06/
Knight, J. (2008) Higher Education in Turmoil: the changing world of internationalisation Rotterdam: Sense Publishers.
Leask, B. (2004) ‘Internationalisation Outcomes for All Students Using Information and Communication Technologies (ICTs)’ Journal of Studies in International Education Vol. 8, No. 4, pp. 336-351.
Leathwood, C. & O’Connell, P. (2003) ‘It’s a struggle’: the construction of the “new student” in higher education’ Journal of Education Policy Vol.18, No. 6, pp.597-615.
Luxon, T. & Peelo, M. (2009) ‘Internationalisation: its implications for curriculum design and course development in UK higher education’ Innovations in Education and Teaching International Vol. 46, No. 1, pp.51-60.
Malcolm, J. & Zukas, M. (2001) ‘Bridging pedagogic gaps: conceptual discontinuities in higher education Teaching in Higher Education Vol. 6, No. 1, pp.33-42.
Marshall, S. (2008). A Handbook for Teaching and learning in Higher Education. New York: Routledge.
Matthews, N. (2009) ‘Teaching the ‘invisible’ disabled students in the classroom: disclosure, inclusion and the social model of disability’ Teaching in Higher Education Vol. 14, No. 3 pp.229 – 239.
McLean, M. (2006) Pedagogy and the University: Critical Theory and Practice London/New York: Continuum International Publishing Group.
Oliver, B., Tucker, B., Gupta, R. and Yeo, S. (2008) ‘eVALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes’ Assessment& Evaluation in Higher Education 33:6, 619-630
O’Neill, G. (2010) ‘Initiating curriculum revision: exploring the practices of curriculum developers’ International Journal for Academic Development Vol. 15, No. 1, pp.61-71.
Parker, J. (2003). Reconceptualising the Curriculum: from commodification to transformation Teaching in Higher Education. Vol. 8, No. 4. Pp 529 – 543.
Peach, S. (2010) ‘A curriculum philosophy for higher education: socially critical vocationalism’ Teaching in Higher Education Vol. 15, No. 4 pp.449-460.
Peel, D. & Posas, P.J. (2009) ‘Promoting disability equality and inclusive learning in planning education’ Innovations in Education and Teaching International Vol. 46, No. 2 pp.227 – 235.
Reay, D. (2003) ‘A Risky Business? Mature working-class women students and access to higher education’ Gender and Education Vol. 15, No. 3, pp. 301-317.
Smith, C. (2008) ‘Building effectiveness in teaching through targeted evaluation and response: connecting evaluation in teaching improvement in higher education’ Assessment and Evaluation in Higher Education Vol.33, No.5 pp.517-533.
Stefani, L. (2008) ‘Planning teaching and learning’ in Fry, H. Ketteridge,S. Fry, H., Ketteridge, S. & Marshall, S. (eds.) (2009) A Handbook for Teaching and Learning in Higher Education: enhancing academic practice London: Routledge.
Journals
Assessment and Evaluation in Higher Education
Disability and Society
Gender and Education
Higher Education
International Journal for Academic Development
International Journal of Inclusive Education
Studies in Higher Education
Teaching in Higher Education
On-line resources
A range of on-line resources will be accessible through the VLE. Below are a number of examples:
http://www.heacademy.ac.uk/
http://www.nmc-uk.org/
http://www.bera.ac.uk/
http://www.srhe.ac.uk/
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