Curriculum design Compliance with the new regulatory framework using the new ACU templates

Session learning outcomes At the end of this workshop it is expected that participants should be able to use resource materials to: Summarise the reasons for the new templates Outline the process for the introduction of the new outlines into curricula Describe the relationship between the generic and extended outlines Begin the process of writing unit outlines using the new templates as this becomes relevant to them

Regulatory level TEQSA and HESF 2015 General level regulation of providers for overall quality of student experience Requires ‘real world’ rationale for courses Consequently rationale needs to exist for units as components of courses Expected that higher education providers have a plan of action to accommodate this change a considerable amount of work done to implement this plan Regular review cycle mandated

Regulatory level AQF Pedagogical regulation of levels/ benchmarking Alignment of course LOs, unit LOs and assessment to relevant AQF level Must demonstrate through constructive alignment and a rationale The AQF is the agreed policy of Commonwealth, State and Territory ministers

ACU Documentation – purpose Documentation is part of the same system ‘Above ground’ (regulation level) Required for QA by TEQSA Course documentation Generic unit outlines (GUO) ‘Below ground’ (implementation level) Extended unit outline (EUO) ‘End user’ agreement with students GUO embedded Additional information for student use Links to policy/ resources More specific information on assessment, scheduling etc.

Course level requirements Rationales Written in a manner that reflects real world need Social needs Industrial skills deficits Accreditation requirements Language appropriate for AQF level of the course Incorporate ACU Mission and key priority knowledge areas Guide available on website Link to example here – PAPR101 course level

Course level requirements Course level learning outcomes Rationale stipulates the knowledge, sense-making and skills that graduates need From this stem order and write course level learning outcomes Aim to consolidate these into – Acquisition - Knowledge Assimilation – Understanding Application – Skills

GUO Information What’s new? New GUO template Rationale Learning outcomes (3 – 6 LOs) Structure using acquire, assimilate, apply model Rationalised learning and teaching strategy Where multiple modes Justification for offering in multiple modes Justification for each mode Rationalised assessment strategy and rationale Unit assessment strategy Justification of specific tasks Description of how chosen assessments align to LOs

GUO Rationale All GUOs are part of the ‘anatomy’ of a course, therefore need to be written with reference to course level documents Unit rationale therefore need to justify the need for a unit with reference to – Course rationales Relationships with other units Rationales should follow the pattern of course level rationales and cover Real world need How need will be met Aim The language of CST should be integrated where possible along with imperatives related to key priority areas, e/g. Indigenous perspectives

GUO Learning Outcomes Linked to course rationale and course LOs Developmental sequence evident in construction Acquire Assimilate Apply Use appropriate AQF descriptors

GUO Learning and Teaching Strategy Overarching strategy aligned to attaining LOs Not a collection of individual classes or experiences Aligned to the needs of the cohort of learners Where multiple modes are offered justification is required for multiple offering Justification is required for each mode

GUO Assessments Sit within policy framework Aligned to LOs and linked to GAs Mapped across program It is logical for LOs to be assessed in the same order as knowledge development (acquire, assimilate, apply) Knowledge acquisition suits tasks assessing recall Assimilation or understanding suits tasks that assess understanding Application of knowledge and understanding suits tasks that assess higher order cognitive skills Should confirm that learning outcomes are achieved and grades awarded reflect levels of student attainment GUO example – PAPR101

EUO Implementation level Same core information as GUO ‘End-user’ agreement with students Irrelevant information removed Student specific information added Populated using most recent approved GUO EUO template GUO example PAPR101

Unit development checklist Each level serves different purposes within the hierarchy of course governance Course level Does rationale connect to ‘real world’ need for the program? Is there coverage of GAs? Is there variation in assessment tasks, teaching strategies as required to meet overall outcomes? Generic unit level Rationale – connect to course and/ or other units as relevant LOs – connect to course level LOs and structured using sound strategy – AAA one is good – KISS L&T strategy and rationale – justify multimodes, justify modes Assessments – pedagogical justification, connection to learning outcomes Extended unit outline level Developed from approved GUO Sufficient articulation of GUO for the purposes of clearly providing information to students on how to demonstrate learning outcomes At this level questions of national consistency/ similarity come into play….. Checklist

Constructive alignment and program rationales Course level Rationale, LOs Regulatory Framework TEQSA, AQF, Accreditation bodies GUO level Rationale, LOs, Teaching strategy, Assessment strategy EUO level Rationale, LOs, Teaching strategy and organizational information, Assessment strategy and requirements Measure of success Students demonstrating course level outcomes Students demonstrate achievement of what courses say they do

Current course review on new GUO template Implementation Current course review on new GUO template Course changes outside review process on new GUO template Faculties ascertain – Whether a unit on old GUO template and complies with new requirements it is to be immediately transferred to new templates Academic board approved procedure

Finally…… This is art not science This needs to be well thought out BUT is not impossible