1. The ‘Ideal Module’ and ‘Bite-sized’ Learning Dr Anita Walsh, Birkbeck, University of London SEEC Seminar 11 November, 2008

2. The ‘Ideal Module’ and ‘Bite-sized’ Learning Definition of module: A self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria (Credit bodies, 2001)

3. The ‘Ideal Module’ and ‘Bite-sized’ Learning In a credit framework each module has a credit value (which represents notional time) and credit level BUT there is no formal recommendation for a standard module value/size – why?

4. The ‘Ideal Module’ and ‘Bite-sized’ learning Institutional autonomy – in 2004 70% of institutions had a standard module size BUT values reported: 10, 12, 15, 20, 30 and frequently double, triple and half modules allowed In addition, on occasion, reference to 4 or 5 credit modules

5. The ‘Ideal Module’ and ‘Bite-sized’ Learning Are some of these values ‘wrong’? Credit provides evaluation of learning experience but doesn’t structure it What are the considerations relating to module size?

6. The ‘Ideal Module’ and ‘Bite-sized’ Learning A standard module size offers flexibility in terms of programme design Arguably the smaller the module size the greater the flexibility BUT also increases assessment burden (e.g. 1 x l,500 words on different topics c.f. 3,000 words on one)

7. The ‘Ideal Module’ and ‘Bite-sized’ Learning What is the intention of the learning experience? ‘Taster’ module – 5 credits Dissertation – 60 credits How does level affect the size of a valid learning experience?

8. The ‘Ideal Module’ and ‘Bite-sized’ Learning There has been a shift away from small modules in the first year – perhaps also difficult at postgraduate level? How does standard module size relate to ‘bite-sized’ learning outside the university?

9. The ‘Ideal Module’ and ‘Bite-sized’ Learning Difference between work-based delivery (= different context) and work- based learning (= different content) Aim is to achieve equivalence between learning inside and outside the institution

10. The ‘Ideal Module’ and ‘Bite-sized’ Learning If part of a small, tailored award does the ‘bite-sized’ learning need to conform to standard module? Why? Does precise measurement of time matter? Volume of assessment as a proxy Academic judgement of level fundamental