1. 18th March 2004Ginny Saich - Course Design1 Course Design Workshop Ginny Saich Division of Academic Innovation and Continuing Education (DAICE)

2. 18th March 2004Ginny Saich - Course Design2 Content of the workshop zCourse development: Stirling context zCourse design: influences, features and practice zCourse design: curriculum elements zCourse design documentation zCourse evaluation: Stirling context zCourse evaluation: techniques and selection

3. 18th March 2004Ginny Saich - Course Design3 Stirling Course Development: Procedures Programme and Unit Proposals (see Stirling templates available from http://intranet.stir.ac.uk/Quality/index.htmhttp://intranet.stir.ac.uk/Quality/index.htm): zDepartment(s) yCourse teams (may involve several departments, possibly cross-faculty) zFaculty yLearning and Teaching Committee(s) yFaculty Board(s) yIteration as appropriate back to department(s) zAcademic Affairs Committee yRecommendations and iteration back to Department(s)/Faculty as required zAcademic Council yFormal ratification and entry into University Calendar

4. 18th March 2004Ginny Saich - Course Design4 Course Development at Stirling: Context z Scottish Credit and Qualifications Framework (SCQF) - Level descriptors: yongoing harmonisation of University degree regulations z QAA institutional audit (forthcoming 2005-2006): ysystem of programme reviews at department/faculty level (ongoing) yrevisions to departmental review (in light of programme review) yprogramme specifications yreview of Stirling’s compliance with QAA code of practice (ongoing) yreview of Stirling’s QA for on-line course development and delivery (ongoing) z Legislation providing external drivers for inclusive curricula: yDisability and special educational needs legislation (DDA part IV/SENDA): xAccessibility Indicators  Stirling course documentation yRacial Equality Legislation: xongoing z Academic Quality Guide - pending (for distribution to departments) (Source: Action Plan in Stirling’s Learning, Teaching & Quality Enhancement Strategy: 2003-2005 at http://intranet.stir.ac.uk/Quality/LTQE_Strategy/index.html) http://intranet.stir.ac.uk/Quality/LTQE_Strategy/index.html

5. 18th March 2004Ginny Saich - Course Design5 Designing a Course: Influences zmarket needs/drivers (employers/professional bodies) znational education policy (national administration) zinstitutional education policy (institutional administration) zdepartmental administration zindividual learning and teaching philosophy Considering any influences on course/subject design in your own area will help to identify any restrictions or limitations on course design What influences prevail within your own discipline? Are there specific niche markets you are considering?

6. 18th March 2004Ginny Saich - Course Design6 Designing a course: exemplar influences zUniversity philosophy, history and policy, including graduate attributes (see Stirling’s learning, teaching and quality enhancement strategy) zDepartmental characteristics (including staffing/research profile) zAcademic standards (QAA subject benchmarks, QA procedures) zStudent characteristics (diversity, location etc.) zAccessibility (inclusive curriculum - including assessment) zDegree programmes (all defined in the calendar) zExamination requirements (internal and external) zAvailable teaching resources (including technologies) zMarket-driven requirements eg. from prospective employers zDemands of professional bodies eg. professional accreditation/recognition zAvailability of resources (cost, services, collaboration etc.) zHealth and safety issues

7. 18th March 2004Ginny Saich - Course Design7 Course Design and Development: Features zAn ongoing (iterative) process zRequires educationally sound, and logical, links (alignment) between: yplanned intentions, ycourse content, yteaching and learning methods yassessment of student learning while taking full account of student characteristics (links to recent legislation for inclusive curricula). zSome form of consultation with others is very desirable and beneficial (links to peer review proposals and student involvement in the new QAA institutional audit system )

8. 18th March 2004Ginny Saich - Course Design8 Reflecting on Practice The following questions may be used to guide self-reflection on the course design process: 1.How do/would you typically go about planning a course/module? 2.Why do/would you do it the way you do? 3.What strengths and weaknesses are presented by such an approach? (any problems?) Many different approaches to course design exist, however this workshop only provides time to focus specifically on one of these.

9. 18th March 2004Ginny Saich - Course Design9 Designing a Course: Getting Started “If you don’t know where you’re going, then any bus will do” Starting point: -what is the purpose of your course? -what is your philosophy of teaching and supporting learning? (departmental culture?)

10. 18th March 2004Ginny Saich - Course Design10 Philosophy of learning and teaching: process or content? An academic rationalist model of education aims to enhance intellectual abilities in those areas considered most worthy of study A cognitive processes model of education aims to provide skills and processes needed to learn how to learn (lifelong learning skills) To what degree do courses within your Department reflect each model? (This may reflect a departmental philosophy to build upon) The University of Stirling is increasingly aiming for its graduates’ attributes to reflect those deriving from a cognitive processes model.

11. 18th March 2004Ginny Saich - Course Design11 Designing a course: curriculum elements Aim/Description: broad purpose of the course (teacher-focus) Course Objectives: what the student will do on the course (student focus) Learning Outcomes: what learning achievements the students will be able to demonstrate on successful completion of the course Course Content: knowledge, skills and attitudes covered by the course Teaching and Learning Methods: learning and teaching methods to be used in enabling students to achieve the learning outcomes Assessment of Student Learning: assessment tasks to be used to provide valid information about students’ achievement of the learning outcomes Evaluation process: what techniques will be used to evaluate the course, including where, from whom and when information will be collected

12. 18th March 2004Ginny Saich - Course Design12 Designing a course: fundamental questions 1.What do I want my students to learn and how can I express this? 2.How should I arrange teaching and learning to maximise students’ chances of learning what I want them to learn? 3.How can I find out whether they have learned what I hoped they would learn? 4.How can I estimate the effectiveness of my teaching and use the gathered information to improve it? 5.How should the answers to the above be applied to measuring and improving the quality of learning at Stirling? (Adapted from Ramsden, 1992)

13. 18th March 2004Ginny Saich - Course Design13 Course aims and objectives zAll state the intentions of a course, but from different perspectives zAims reflect the teacher’s view of education and provide a general statement of intent for the course. zObjectives are more specific statements of what the course of study, via the tutor, will do for/with the students. zStudent learning outcomes specify what achievements students will be able to demonstrate as a result of successfully completing the course. Course aims, objectives and learning outcomes - what’s the difference?

14. 18th March 2004Ginny Saich - Course Design14 Choosing a Model for Design zA wide variety of curriculum design models exist. zThe model of curriculum design chosen will depend on the educator’s purpose and philosophy within the educational context. zOne suggested model within higher education is an ‘outcomes model’, which begins by defining the learning outcomes (outputs) of the students taking the course.

15. 18th March 2004Ginny Saich - Course Design15 An Outcomes Model zLearning objectives are identified within the framework of influences zLearning outcomes are then determined. zThe other course elements: assessment tasks, content, teaching methods and evaluation methods are then designed in an iterative (and interactive) way. yeach element may influence another yeach element may go through several changes before the design is complete ymay be addressed in differing orders What are the advantages and disadvantages of basing course design on learning outcomes?

16. 18th March 2004Ginny Saich - Course Design16 Why Learning Outcomes? zFocuses on what students should learn (focused and achievable) zConceptualises course design as an activity that creates a structured environment for student learning zAllows for flexibility in learning activities zProvides clear direction to students, teachers and anyone interested in the educational process zHelps focus on essential concepts and skills in the subject zForms the basis for rational and logical curriculum planning zAllows for specific intervention if objectives are not met zForms a basis for student assessment, providing a positive contract between the teacher and student, avoiding digressions zLiterature suggests possible increase in learning

17. 18th March 2004Ginny Saich - Course Design17 Disadvantages of Learning Outcomes zDoes not account for the diversity, and unpredictability, of learning outcomes actually achieved zMay limit, or constrain, what students learn zAssumes all learning experiences are amenable to being measured (attitudes, values, motivation, interests?) zFocuses on minutiae, which may trivialise learning. zSome subjects are better suited to the specification of outcomes than others zSome teachers consider them difficult and time-consuming to write

18. 18th March 2004Ginny Saich - Course Design18 Learning objectives vs Learning outcomes zLearning/course objectives focus on the inputs to the learning experience and can be described as teacher-centred. zLearning outcomes equal outputs and focus on what the student will be able to do at the end of their programme of study. zEducators subscribing to a learner-centred pedagogy favour the notion of learning outcomes. References to learning outcomes are becoming more prevalent in higher education literature (and the QAA favours them). The terms ‘objectives’ and ‘outcomes’ are frequently used interchangeably, or together. They both add greater explicitness and transparency to planning the teaching/learning process.

19. 18th March 2004Ginny Saich - Course Design19 Writing Learning outcomes: guidance Effective learning outcomes communicate unit/programme expectations to the student, facilitating the student’s orientation to the subject being studied and guiding the choice of teaching/learning/assessment strategies for the unit/programme Well-written learning outcomes should: zbe written in the future tense; zidentify important learning requirements zbe achievable and assessable zuse language which students can understand zrelate to explicit statements of achievement zassist students in producing appropriate results for the level of achievement required zuse unambiguous action verbs (see Bloom’s taxonomy) - avoid understand

20. 18th March 2004Ginny Saich - Course Design20 Writing Learning Outcomes: Format zUsually 6-10 learning outcomes for a course zLearning outcomes may be: ysubject-specific ycore academic ypersonal/transferable zStructure: yVerb ……. Object …… Conditions

21. 18th March 2004Ginny Saich - Course Design21 Low and high level learning outcomes Action verbs cover different levels of intellectual activity. Some place emphasis on memorisation/recall, while others require a higher degree of mental activity (surface vs deep learning) Identify levels of learning required by each of the following verbs (using Bloom’s taxonomy of 6 cognitive categories), starting with the lowest level of learning and finishing with the highest _________/predict _________/compare _________/define _________/summarise _________/critique _________/differentiates between

22. 18th March 2004Ginny Saich - Course Design22 Examples of Learning outcomes zCritically evaluate psychological research and popular notions of human nature zExplain the historical origins of contemporary psychological thought zWrite a succinct, and appropriately referenced, scientific critique on a topic of relevance to fish ecophysiology or ecotoxicology zDistinguish between positive and negative feedback processes, identifying such processes in novel situations zDebate the forces shaping current and future developments in business marketing zExplain and illustrate the operation of the doctrine of precedent by reference to the essential elements of the tort of negligence, by which we mean duty, breach and damage/loss/injury zAnalyse a problem, using a top-down methodology, to produce an algorithm and a structured program to solve it. zDiscuss the role, and influence, of governing bodies in the operation of UK sports. zEvaluate diverse solutions to a specified problem to identify an optimum solution On successful completion of this course, students will be able to:

23. 18th March 2004Ginny Saich - Course Design23 Practising Writing Learning Outcomes For your own subject area: 1.Write a learning outcome statement appropriate for a non- advanced unit in which you want students to remember some important terms/facts/concepts. Does this encourage deep learning? 2.You are teaching about a specific concept in your subject area. You want students to reach an analytical level in their thinking. Write one outcome that you might wish students to accomplish. 3.Teaching on an advanced unit about a theoretical area important to understanding of your subject, you want your students to be able to reach the level of evaluation. Write a learning outcome for this.

24. 18th March 2004Ginny Saich - Course Design24 Identifying the skills to be developeed zSubject specific - see SCQF descriptions of practice: applied knowledge and understanding zCognitive - see SCQF descriptions of generic cognitive skills zGeneral/Transferable - see SCQF descriptions of communication, ICT and numeracy skills and Autonomy, accountability and working with others. Within your own subject area identify two examples of skills under each of the headings above. You may wish to link these to the learning outcomes you identified previously.

25. 18th March 2004Ginny Saich - Course Design25 Identifying the course level and credit rating zLevels 7 to 10 for Undergraduate Degree (see SCQF documentation on http://www.scqf.org.uk) zA full Stirling unit is 22 credits - SCQF would equate this to 220 hours of notional student study time. Stirling equates this as up to 40 ‘contact’ hours, which may include independent directed study/seminars/lectures/practicals/workshops/tutorials etc.. z242 Credits = Bachelor Degree z484 Credits = Honours Degree Where would your course fit within a programme of study? Are there any progression issues to consider eg. pre-requisites?

26. 18th March 2004Ginny Saich - Course Design26 Determining the Syllabus Content zWhat content will be needed for students to achieve the learning outcomes? zIdentify excess ‘baggage’ and unload this. zWhat is: ycore/essential? (must be made available in hard copy) yoptional? ysupplementary?

27. 18th March 2004Ginny Saich - Course Design27 Structure Content zA conceptual framework eg. basic theory, a theme, a typology or a controversial issue may be of assistance to students zConsider use of a conceptual map or flow chart zStructure according to student learning rather than tutor teaching zIdentify a logical sequencing eg. group related learning outcomes zConsider extraneous events eg. semester breaks etc. and produce a tentative schedule

28. 18th March 2004Ginny Saich - Course Design28 Teaching methods should demand higher levels of intellectual performance and personal involvement from students where subject matter is more advanced, complex and demanding Relating Learning Outcomes to Teaching and Learning Activities Factors governing choice of teaching/learning methods may include: zeducators’ expertise in different methods zwillingness to experiment zresources to support the method selected zstudent level, ability, diversity and location zstudent motivation zstudent ‘free’ time outside class

29. 18th March 2004Ginny Saich - Course Design29 Relating Learning Outcomes to Assessment Methods zFailure for assessment to match (align with) learning outcomes is an important reason why courses fail to live up to expectations. zCareful distinction should be made between formative assessment (to give feedback to students as they progress) and summative assessment (for the purposes of grading). zAssessment strategies should also reflect the teaching and learning activities undertaken since these will have built expectations within students.

30. 18th March 2004Ginny Saich - Course Design30 Selecting Learning Resources: Generating a Bibliography Purpose of learning resource: zReflecting course objectives and learning outcomes (reinforcement, elaboration, contrast?) - relevance Choosing between relevant resources: zSelect some key criteria for distinguishing between resources eg. availability, accessibility, accuracy, currency, cost, level of difficulty etc.

31. 18th March 2004Ginny Saich - Course Design31 Additional Course Design Considerations zAdministrative responsibilities - course/departmental policies zAllocation of time zAllocation of teaching rooms, laboratories and equipment zTechnical and administrative support

32. 18th March 2004Ginny Saich - Course Design32 Course Design Documentation There are many individuals and groups that can benefit from a complete, detailed and precise organisation of a course. What potential uses can you envisage for course design documentation?

33. 18th March 2004Ginny Saich - Course Design33 Potential uses for Course Documentation zkey tangible evidence of planning from the educator to the world (QA process) zcan reduce work for (re-)teaching a course zcan serve as a communication tool with students zidentifies responsibility for learning as belonging to the student zclarifies the scope and focus of the course content zidentifies pre-requisites and details logistics zestablishes one tool for course evaluation zcreates a potential tool for articulation (internal and external eg. FE/HE) zidentifies that accreditation requirements are met zmay support student motivation by providing information for self-monitoring

34. 18th March 2004Ginny Saich - Course Design34 Stirling Course Evaluation: Procedures (Stirling templates available from http://intranet.stir.ac.uk/Quality/index.htm)http://intranet.stir.ac.uk/Quality/index.htm zStudent Evaluation/Feedback (questionnaire, staff/student consultative groups) - under review for standardisation zSemester Unit Review - institutional templates (under review) zFaculty Rolling Review (of units) - institutional templates (likely to be replaced) zFaculty Programme Review (forthcoming) zDepartmental Review (due to be revised in light of QAA requirements)  QAA institutional audit (handbook for enhancement-led institutional review in Scotland online at http://www.qaa.ac.uk/public/scottish_hbook/scottish_hbook_home.htm ) zPeer Review of Teaching (forthcoming development at Stirling) zIncreasing importance placed on student feedback and perceptions of learning and teaching (forthcoming - linked to new QAA system)

35. 18th March 2004Ginny Saich - Course Design35 Evaluating the Course Strategies are primarily distinguishable by their purpose rather than by techniques yfor whom is it intended? yfor what purpose is it being undertaken? Context and input evaluation: yeg. course documentation, learning outcomes, adherence to Stirling’s QA procedures, adherence to QAA procedures Process evaluation: yeg. student evaluation (questionnaires, interview, focus groups), self-reflection, peer review Outcome evaluation: yeg. student grades, external examiners’ reports, graduate employment Potential sources of information: ystudents/course tutor(s)/departmental colleagues/colleagues from other departments/support staff/external examiners/employers/professional bodies ycourse documentation/reports/reviews/minutes/results/student feedback yQAA benchmarks/code of practice/reports

36. 18th March 2004Ginny Saich - Course Design36 Course Evaluation: Reviewing a course by its learning outcomes Learning outcomes may be a useful aid to review of course design Course aim/Description: Is the aim a broad statement of intent and does it accord with the course content? For each Learning Outcome: z Is this a knowledge, skills or attitude outcome? z Is the level appropriate? z Does it fulfill the subject aims and academic requirements? z How is the achievement of this outcome to be assessed? z Does the assessment encourage a deep or a surface approach to learning? z What teaching methods enable students to achieve this outcome? z How does the content enable students to achieve this outcome? z What generic skills does it address?

37. 18th March 2004Ginny Saich - Course Design37 Practising Course Evaluation If you were to evaluate this course, on behalf of the Training and Development Unit, in order to elicit how it might be improved, how would you undertake to do this?

38. 18th March 2004Ginny Saich - Course Design38 What Have We Covered? zCourse development (design and evaluation) yGeneric issues ySpecifically within the Stirling context zCourse design: influences, features, elements, documentation and practice zCourse evaluation: techniques, selection and practice Any questions? Contact Details: Ginny Saich (DAICE) Ext. 7942