Curriculum Design and Development

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Centre for the Enhancement of Learning and Teaching
(CELT)






Postgraduate

Certificate
/Diploma


in Academic Practice


(CAP/DAP)





Curriculum

Design

and
Development





Module

Handbook

2010
-
11








2



page


INDEX


Overall Aims of the
Certificate/Diploma in Academic Practice

3

The CAP/DAP Programme Ethos

4

Programme Structure

6

Qualification and Accreditation

7

Career benefits of an accredited qualification

7

HEA Resources

7

The CDD Community and Support Structure

8

Programme Learning Outcomes

11

Module Learning Outcomes

12

The CDD Curriculum

13

Learning and Teaching Strategy

14

Course Contact Time

15

Timetable for 2010
-
11

16

CDD Assessment

17

CDD Assessment Points and Submission Deadlines

17

1 Group Module Design: Formative Group task

18

2 Own Module Evaluation: Summative Individual and Group Task

21

3 Curriculum Enqui
ry: Summative individual task

28

CDD Curriculum Enquiry Proposal Questions

30

Structuring the Final Write up of the Curriculum Enquiry

31

Appendix 1: Template for Aligning Learning Outcomes, Assessment and Teaching and
Learning Approaches

32

Appendix 2: Module Design Elements

33

Appendix 3: Example of Lancaster University Module Proposal Form

34

Appendix 4: Tutor Feedback on Assignments

39

Appendix 5: Feedback Forms

42

Fo
r Own Module Evaluation

42

For Curriculum Enquiry

43



This handbook aims to set out the main details of the CDD module
and how it fits into the
CAP/DAP programme
without wanting to overwhelm you with too much information. There
may
be other

appendices

distributed to you
and/or posted on the VLE
at appropriate times

during the module.




3

Overall Aims of the Certificate
/Diploma

in Academic Practice


The process of initial and continuous
professional development in
academic practice for each person is
influenced by a combination of
individual and social contextual
factors.

For example, your
individual prior experience,
educational history, approaches
to
learning in different situations and
motivation and personal aspirations
are unique and significant in
steering your development as an
academic practitioner. In addition,
social factors such as the nature of
the academic discipline and
specialism, the
departmental
context, current departmental role
and duties, and institutional goals
and culture all interact with the individual factors to create a unique set of staging posts
and outcomes for your own professional ‘journey’.


This in
-
service programme ai
ms to support and accredit the academic and professional
development of individual university staff, which will in turn enhance the experience of
learners in higher education. The programme provides a dynamic forum for a community
of competent, thoughtful

practitioners to share ideas and to develop a discourse through
which to reflect upon teaching, learning and academic practice and experience, and to
challenge each other’s thinking in a supportive and committed environment. It also helps
you to situate
yourself as an individual academic and teacher within the wider frames and
concerns of your department, discipline and institution, and to advance your professional
achievements and aspirations.


You will develop your practical teaching and wider academic
skills, choices and strategies
by exploring and critically reflecting upon your experiences both as a teacher and a learner
in HE, using evaluation of practice, observation, discussion with
CDD

peers and
colleagues and investigation of available sources of

information and ideas. Through the
study of educational and subject
-
specific literature and research, and engaging in
discursive dialogue and critical writing with peers and tutors, the programme aims to
extend your knowledge and critical understanding o
f pedagogical principles and values as
you operate in the current HE environment.


The programme
aims

to provide a negotiated and flexible framework
which will
support
your work and encourages your interests, rather than becoming another burden in an
alr
eady busy professional life.

There are
,

however
,

structures and deadlines in place to
offer a framework to the programme, and to help you to prioritise
CDD

at certain times.

See
the
Timetable of workshops, group sessions, learning sets and individual tut
orials
p.15

and details of the Virtual Learning
Environment (LU
-
VLE)
p.1
5

that provides an
ongoing stimulus and support mechanism outside of formal contact sessions.




institutional
culture
prior
experience,
?
Time at
lancaster
Dept roles
Discipline
other
personal
aspirations
motivation
approaches
to learning
educational
history,

4

The
CAP/DAP Programme

Ethos


Successful completion of the

CAP
/DAP

programme result
s

in a
postgraduate qualification.
However, its primary purpose is to provide

a vehicle for developing understanding and
aiding
critical reflection

about teaching and learning in Higher Education.

It gives

you the
opportunity

and the

forum
to
question exis
ting practices, challenge your assumptions
,

develop and share new ideas
, try things out
, and take a few risks, as well as
affirm
ing

and
celebrat
ing your

achievement, in a safe and enthusiastic environment. Past participants
report how they appreciate the
sense of community, spending time with interested peers
who have similar concerns to develop new and better ways of operating to benefit the
ir

students and colleagues, and to understand and help cope with the challenges of
academic life.

The cross
-
fertili
sation of ideas and approaches resulting from working with
people from different subject disciplines often comes as a welcome surprise.


CAP
/DAP

seeks to provide the kind of context Rowland (2000: 26
1
) describes below
.


We need to develop an idea of critical interdisciplinarity.

This could emerge if contexts were
developed where lecturers could meet to draw upon the insights that their different
disciplines offer to questions of teaching and learning. It is not a questio
n of reducing
teaching to a mechanical skill devoid of any disciplinary rigour. Nor is it simply a matter of
identifying generic features of teaching and learning, for this would serve to exacerbate the
tendency to separate teaching from research. Such con
tact will also enrich research by
challenging assumptions that can become entrenched within particular disciplines. It can also
serve to break down unhelpful stereotypes and academic tribalism.


Whilst completion of the accreditation is ultimately an indi
vidual activity, much emphasis is
placed upon the fact that teachers do not work in isolation.

The ethos of the CAP/DAP
programme is based on a belief that teaching
is
a socially constructed activity, and much
that occurs is beyond the scope of any single

individual to change.

Understanding where
one’s limits lie, and what can and should be done in collective and social ways, is as much
a part of this programme as considering one’s own conceptions and practices.


It is important to us that CAP
/DAP

should b
e experienced as useful activity, which is
helpful in addressing current concerns, and focusing on relevant areas of your work, as
well as being part of a longer term professional investment.

The teaching and assessment
strategy is therefore designed for
participants to work on areas that are in the foreground
of their own particular roles and responsibilities, and also to put this in the context of wider
HE issues. Completing CAP
/DAP

with significantly changed
or transformed
approaches
and attitudes is no
t unusual, but what is also very commonly reported by participants is
that they feel more confident, more solid, clearer about what happens in the HE context
and what they themselves are trying to achieve. The programme offers the chance to
critique,
devel
op, understand and articulate the rationale behind the practices, without
always

immediately
or
dramatically
needing to change
those practices, although your own
repertoire and competence will be increased along the way.


As a participant, you are assumed
to have plenty of valuable experience of learning and
teaching in HE, as
a teacher and also as a student
.
This experience provides a basis
from




1

Rowland, S. (2000) The Enquiring University Teacher, Open University Press


5

which many understandings and conceptions are formed. The teaching, learning and
assessment strategy of the cou
rse
is

designed to explore and challenge these
experiences
;

it
ask
s

participants to use and critically reflect on broad categories of
reflective lenses through which

to develop their thinking and practice, namely:



Your

personal experiences of HE as a learn
er, a researcher and a teacher



Literature, theory and research, both educational and subject
-
specific, from a wide
variety of sources



S
tudents


through formal and informal feedback, assessed work and student
achievement, students’ learning practices



C
olle
agues
-

from the department, the discipline, the institution,

and in the wider HE
community
-

through discussion, team working, peer
review
, collaborative projects,
dissemination of practice etc


See
adapted
diagrammatic summary
of these sources of learning and evidence
below
,
with thanks to Brookfield (1995:30)




















Core sessions

Elective

CPD even
ts


Subject mentor/colleagues

Own teaching

Peer Review

Learning
Journal

Resource Investigation

Critical Reading

Scholarly Writing




Students e.g:



Informal and formal feedback



R
esponses
/engagement with
tasks/ideas



Use

of
disciplinary

discourse



A
ssessment products

Colleagues e.g:




Observation, discussion, sharing, team
-

teaching,
moderation, planning etc



Lancaster departmental colleagues



Subject colleagues elsewhere



CDD Peers and tutors


Literature/theory/research:



Subject literature



Professional and pedagogic literature



Research and theory



Websites/Networks/Events etc

Your own experience and
thinking:



Critical incidents



On
-
going experience and practices



Reflective writings



Affective responses



Past learning experiences/autobiography


Evidence base for your professional development

CAP/DAP activities and assessment

CAP/DAP 2

Curriculum Development
and Design

Review and
implementation of
curriculum principles

CAP 1 or APEL

Developing HE Practice


Critical review of teaching
practices


6

Programme Structure


As part of a

Continuing Professional Development (CPD) framework

for t
eaching at
Lancaster
, CELT
has recently developed greater
opportunities for accredited professional
development. The
postgraduate CAP/DAP
programme
s

are constituted in 30 credit
modules
, as outlined in the diagram below. Exemption from CAP Module 1 is pos
sible for
more experienced staff through
the APEL

route.

The Associate Teacher Programme (ATP) is provided as a separate programme for
Postgraduate Teaching Assistants and others who support student learning.

CAP

MODULE

1



Developing Higher Education Practice

(30 M

credits /Level 7)

Completion includes
status as

an Associate
of
the
HEA

APEL

ROUTE


staff with 3
or more
years experience

(30 credits APEL)

Can include

apply
ing

to become an
Associate of
the
HEA


CAP
/DAP

MODULE

5



Enhancing Academic Practice in the
Discipline

(30 M credits
/Level 7
)


CAP
/DAP

MODULE

3



Effective Postgraduate Supervision


(30 M credits
/Level 7
)


CAP
/DAP

MODULE

2



Curriculum Design and Development

(30 M credits
/Level 7
)

Completion includes
status as

a Fellow of
the
HEA

CAP
/DAP

MODULE

4



Embedding Learning Technologies

(30 M
credits/Level 7
)


POSTGRADUATE

CERTIFICATE

IN

ACADEMIC

PRACTIC
E

(CAP)

(60 M credits/Level 7)

CAP

M
ODULE
1/APEL

PLUS ONE ADDITIONAL
30

CREDIT MODULE



POSTGRADUATE

DIPLOMA

IN

ACADEMIC

PRACTIC
E

(DAP)

(120 M
credits
/Level 7
)

CAP

M
ODULE
1/APEL

PLUS THREE ADDITIONA
L
30

CREDIT MODULES




7

Qualification and Accreditation


CAP meets the

requirements of the Higher Education Academy (HEA),
which accredits university teachers and teaching programmes in the UK
and conform
s

to the HE Academy’s national
Professional Standards
for
HE teaching at levels 1 and 2.

Details of these are available at

http://www.heacademy.ac.uk/professionalstandards.htm



Successful completion of CAP

1 and 2

leads to the
status
of

Fellow of
the Higher
Education Academy

and a

Postgraduate Cert
ificate i
n Academic Practice

http://www.heacademy.ac.uk/ourwork/professional/recognition

. The Diploma (DAP) is a
higher ac
ademic qualification and in 2011

it is hoped that the M.Ed

in Academic Practice
will also be approved.


C
AREER BENEFITS OF AN

ACCREDITED QUALIFICA
TION

The acquisition
of the postgraduate c
ertificate and professional body recognition is
valuable as an indication of your commitment and professional ability. In an increasing
number of HE institutions it is already mandatory either to have such a qualification or to
undertake it as part of a p
robationary agreement.

There is growing evidence that
participation in programmes such as CAP is assisting colleagues in gaining promotion and
new posts both within this institution and other universities.


Undertaking a teaching programme or having an a
ccredited qualification in teaching is not
currently
an institution
-
wide prerequisite for employment here at Lancaster University, but
a number of departments have now made the whole of CAP or Module 1 of CAP a
requirement of probation.

When completing yo
ur probationary period or submitting a case
for promotion you are required to provide evidence of achievement at certain levels in your
teaching abilities and
other core academic practices.

Whilst c
ompletion of CAP is
not

a
pre
-
requisite nor a guarantee f
or promotion,

it is a useful and efficient means of
demonstrating performance in teaching at each level of the Promotions Criteria.







HEA

R
ESOURCES

There is also a wealth of
pedagogic and discipline specific
resources and information and events coor
dinated both through
the HEA and by the Subject Network


http://www.heacademy.ac.uk



8

The
CDD

Community and Support Structure



The
CDD

tutors


Ali Cooper

is the overall director of the CAP programme, and
convenor

of the CDD
module
.
Ali teaches on all the CELT professional programmes, supports individuals and
departments in teaching and curriculum review, working specifically

but not exclusively
with FASS.
m
ailto:a.m.cooper@lancaster.ac.uk

telephone 5
-

93441
.


Ann
-
Marie Houghton

is a tut
or on the
CDD

module
.

Ann
-
Marie also works in the
Educational Research Department and has an institutional br
ief to support Widening
Partici
p
a
tion initiatives at Lancaster.
mailto:a.houghton@lancaster.ac.uk

telephone 5
-

92907
.


Helen
Smith is the new CAP/DAP

programme administrator.
She registers applicants,
administratively supports the
teaching sessions, takes

bo
okings for events, administers

the
assessment
, ma
intains

the CAP
/DAP

database

and VLEs and website, and generally
organises

the tutor team!
She is your best first point of contact.
mailto:professionalprogrammes@lancaster.ac.uk

telephone 5
-
94704.


Tony Luxon is
convenor

of the CAP Module 1 course, Developing Higher Education
Practice Tony is also

overall director of the Diploma in Academic Practice and

the
Continuing Professional Development provision (CPD) upon which CAP
/DAP

participants
draw alongside all other staff who teach.

Tony supports individuals and departments in
teaching and curriculum review, working specifically

but not exclusively with L
UMS

mailto:a.luxon@lancaster.ac.uk



Susan Armitage is director of
teaching

progra
mme
s

for postgraduates who teach
. She is
also convenor for the Embedding Learning Technologies module.

Susan supports
indivi
duals and departments in teaching and curriculum review, working specifically

but not
exclusively with FST

and SHM.

mailto:s.armitage@lancaster.ac.uk


Moira Peelo
is convenor of

the Effective Postgraduate Supervision module

and is co
-
ordinator for the Student Learning Development Centre (SLDC) in CELT
.

mailto:m.peelo@lancaster.ac.uk



CDD Virtua
l Learning Environment (
VLE)

https://luvle.lancs.ac.uk/celt/cap2may10.nsf


Once you formally register on
CDD
, you will have access to a virtual learning environment
(VLE) site.
This is closed site

for the
CDD

participants, and we
enc
ourage everyone in the
group to use these

actively to extend the dialogue and sharing of ideas in between face
-
to
-
face sessions
.

The VLE is

used
to send

out
CDD

information and notices, for you to ask
questions

and discuss emerging

issues and topics with y
our tutors and peers
electr
onically, for the storage of course materials and suggesting readings, and for the
electronic submission of the coursework.




9

Teaching Development website:

http://www.lancs.ac.uk/celt/celtweb/about_teaching_development


This website provides general information and documentation and notices about
CELT

and other Teaching and Learning events and conferences within and outside of Lancaster.

This website provides enrolment information
all the CELT

programme
s

in electronic
format.

There are also links to relevant external and internal sites e.g. the Teaching
Quality Support Office (TQSO), the Student Learning Development Centre (SLDC), the
Eff
ective Learning website, the Learning Technologies group (LTG) in CIS and the
Effective Teaching website.


Continuing Professional Development contributors


It is felt to be important on CAP
/DAP

that you have the opportunity to
meet colleagues

from a range

of departments and support services across the university through the
continuing professional development sessions.

This gives you chance to encounter a
variety of teaching approaches and perspectives, as there is no single model of good
teaching, and no

single source of information on
teaching and learning.

The CPD
contributors might in any year include a number of senior colleagues from across the
university and past graduates and current participants from the programme.


Lancaster CAP graduates

There

are a number of CAP graduates (
or

CiLTHE
,

the
predecessor of CAP) and current
CAP participants in each faculty who are willing to be contacted ref. CAP or wider teaching
issues


ask
the admin
i
strator

for contact details.


Your CAP
/DAP

peers

Your fellow participants are in many ways the most powerful resource and support
mechanism


it is hugely supportive and illuminating to work with people on teaching
matters who are experiencing issues in both very similar and also very different ways.

So
me participants start the programme
wondering how

relevant
working alongside
apparently very different disciplines is not likely to prove; they soon find that the
opportunity for cross
-
discipline discussions and peer observation is enormously fruitful and
challenging, and usually one of the most enjoyable aspects of the programme.


Your subject mentor

There is much evidence that the regular
formalised support of a more

experienced
colleague is invaluable in the process of professional development.

All
departments
should provide a mentor for new
ly appointed

members of staff.
CAP Module 1

participants
are required to have a subject mentor based in your own department to
provide discipline
-
based
support through the period of the
CAP Module 1, and we recom
mend that you have
a formally identified mentor for CDD too.

This

mentor could be
your departmentally
allocated mentor

or you can
,

if you prefer
,

ask another colleague instead.

We ask you to
negotiate your own mentor with
in

your department, as we find th
is proves a more
successful approach to building a productive and helpful relationship.


If, however, you
have difficulty obtaining a mentor, we can help you to do this.


For CDD y
our subject mentor needs to be
an

experienced member of your own
department
, whose role is

to act
as a ‘critical friend’.

They do not however need to be
amongst the most senior members of the department


a colleague with just a few more

10

years experience than you is often the most helpful as they understand your situation.
CAP
graduates are good candidates for mentors as they will obviously already be familiar
with the
CAP
process.

The mentor needs to share your interest in and concern about
teaching, and to support your
professional
development during
CDD
,
perhaps observing
yo
u teach

or team teaching
,
discussing ideas and approaches with you, sharing
and
collaborating in
practice and helping you gain access to
alternative

teaching possibilities
and resources
as appropriate.

You may also occasionally need to discuss emerging
pr
oblems relating to subject specific teaching issues.


In undertaking the mentor role, there should be an
explicit
agreement between
you and
your colleague

of the amount of time that is available, and how this may be used. The
mentor/mentee relationship will usually be quite an informal one, although both people
may wish to set some parameters to establish an entitlement but also to safeguard
everyone’s limi
ted time. The mentor is not intended to take the place of programme tutors
and many queries and dilemmas about teaching can be referred to
CDD

tutors.

The
mentors are not directly involved in the assessment of
CDD
.












11

Programme Learning Outcomes



The activities and assessment tasks
in the programme
a
re designed to enable
you

to demonstrate
your

commitment to key principles and values, knowledge and
understanding, and
skills and abi
lities
outlined below.
These ‘
intended learning outcomes’ have also been
aligned with the Higher Education Academy (HEA)
requirements for programme accreditation.




For successful completion of the programme:

You will have demonstrated your commitment to
the following
principles and
values
(PV):


PV 1

The value of scholarship for the development of professional practice and knowledge

PV 2

The need for academics continually to develop, extend and update their knowledge
and understanding

PV 3

The contribution of critical reflexivity to the development of practice and understanding

PV 4

The importance of professional practices which respect and enable the progression
and empowerment of individual learners

PV 5

The promotion and implementation
of equal opportunity practices to facilitate full
participation by all students and colleagues

PV 6

A commitment to engaging in and supporting communities of practice amongst students
and colleagues for mutual support and learning



You will have demonstr
ated your
knowledge and understanding

(
KU
) of
:


KU 1

Curriculum content appropriate for the subject and levels of study

KU 2

Conceptual models, theories and relevant research evidence on learning and
pedagogy, in both educational and subject
-
specific fiel
ds

KU 3

Course design, teaching, learning and assessment approaches potentially
appropriate for the subject and the level of study

KU 4

Potential learning resources and technologies appropriate to the learning context

KU 5

The wider HE context and how t
his impacts on local teaching and learning policies
and practices

KU 6

The professional roles and responsibilities of the individual HE academic within the
wider social context

KU 7

Strategies for critical evaluation and improvement of professional pract
ice

KU 8

Approaches for scholarly enquiry and research into professional practice,

and
strategies for implementing and disseminating enhancement






12

You will have demonstrated your ability and skills (AS) to:


AS 1


Design, prepare and implement coherent
courses or schemes of work for students
in their department

AS 2


Devise and use a range of teaching and learning approaches, and learning
resources and environments, which support effectively the learning needs and
development of their students

AS 3

Devis
e and use appropriate assessment strategies which encourage and evaluate
student learning, including assessment activities, feedback and marking
approaches

AS 4

Evaluate the effectiveness of teaching and learning using a variety of sources and
methods

AS 5


Critically reflect upon teaching practices and implement professional and curriculum
development

AS 6


Operate professionally and effectively within the departmental, institutional and
wider HE context

AS 7


Engage in scholarship to critically analyse, d
evelop and enhance aspects of
practice




M
ODULE
L
EARNING
O
UTCOMES

The teaching
, learning and
assessment strategy on
each
of the modules on the Certificate
or Diploma programmes have been designed to enable participants to
address the
programme learning ou
tcomes
.

For

Module 1

(DHEP)

and
Module
2
(CDD)
there are no
discrete
module

learning outcomes
.

The emphasis will clearly differ

between
the
modules, and

a
s circumstances and interests vary
considerably
between participants, the
precise way in which
each person
will
demonstrate

particular
learning
outcomes
within

the
programme

will be unique
.

The
fine
details of this can be

negotiate
d individually

with
the

tutors
.

E
ach person is

asked to compile a mapping document during the assessment
process
for e
ach module
which will enable
them

to
track and
demonstrate where and how
evidence of the

outcomes

has been

shown

in
the

individual’s
work
.





13

The
CDD

Curriculum





As with all programmes, a number of key issues are determined by
external criteria, and inevitably the interests and perspectives of
tutors

who design and
teach the programme also influence choices of topic. The emphasis
of this

module will
also take into

acco
unt the participants’ interests;

as
with other aspects of the
programme
we will attempt

to steer a path between identifying in advance a curriculum that is deemed
to be important for academics to encounter, whilst also addressing the often diverse
age
nda of individual participants with differing professional development needs and
perceptions.

We invite
CDD

participants
to raise issues
which they are interested in
developing, through group seminars, personal projects, private study and through the
writ
ing of the assessment.

In
CDD

there will be opportunities to explore

the following

issues
:

C
OURSE
D
ESIGN

a)

critically examining and aligning the various components of
course design


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T
HEORY AND
P
RACTICE

b)

relationships between theory and practice
-

exploring
conceptions and models of learning
and teaching in the
context of develop
ing your
practice

S
TUDENT

L
EARNING

c)

understanding students’ perspectives and approaches to
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Q
UALITY
A
SSURANCE

d)

critically examining quality assurance and enhancement
processes and issues in HE

and specifically at Lancaster

A
SSESSMENT

e)

exploring innovations and variations in
curriculum
design
, and

t
eaching and assessment practices
t
hat may

enhance student
learning
in a specific module or overall programme of study

M
ANAGING
C
HANGE

f)

managing issues of change in HE teaching and learning
contexts


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A
CADEMIC LIFE

g)

exploring the day to day realities and constraints of cou
rse
management and juggling the diverse roles of academic life

e.g. working with colleagues, achieving a work
-
life balance






14


Learning and Teaching Strategy






Most learning on any
module

occurs outside of the formal teaching
situation, and
CDD

is no exception.

This is both an academic and a professional
development programme, and much of
your

learning about teaching takes place through
practical experience
within your department and facu
lty context
. What
CDD

attempts to do
is to offer a framework of learning and assessment activities within which
your

experience
can be reviewed, articulated and understood, drawing on a range of resources such as
peers, colleagues, theory and research

and

providing a community of practice within which
to discuss and share ideas and practices
.


CDD

takes a collaborative approach to
co
-
construct knowledge and
reflect upon
participants’
increasing

experience

and
understanding

about teaching and learning in HE
.

A
ctivities
undertaken during this module
may
include:


a)

Contributing to and
occasionally
leading seminar discussions and workshop activities
and action learning sets based on reading and/or experience

b)

Engaging in on
-
line activities and discussions with
C
DD

peers and tutors

c)

Attending and reflecting upon relevant professional development sessions and events
within and beyond Lancaster

d)

Peer review


reviewing
your own and others’
practice through discussions and
observations of teaching with your mentor, pee
rs and tutors from the programme and
other colleagues, developing critical rationale and reflection on work
-
in
-
progress, and
giving written feedback to your peers on their presentations

e)

Investigating, discussing and critically examining practices and belie
fs related to
teaching in your department and discipline

f)

Capturing critical incidents during your teaching practice, using learning
journals

and
other reflective activities

g)

Devising and using a variety of feedback and information gathering approaches with
students and colleagues and critically examining the data

h)

Compiling a bibliography of texts relevant to teaching in your subject, and
thus
contributing to an on
-
line

annotated
bibliography

i)

Independent
critical
study of the
pedagogic

literature and subject
-
specific texts on
teaching

and learning

in your discipline

and the wider HE context

j)

Writing scholastically about areas of interest on
curriculum
design issues in your
discipline and department



15

Course Contact Time


P
articipants a
re busy people with many calls on their time and
priorities, and
CDD

seeks to accommodate this by providing a
coherent framework whilst containing the amount of attendance
time required. Please ensure that attendance at these timetabled
sessions is priori
tised, despite the competition from other duties.
The evidence indicates that successful completion of the
programme is related to regular attendance at these sessions.


Workshop programme


The
intensive programme of sessions

held
in the Summer Term
2010

aim
s

to build a
community of practice from the
outset
. The
sessions

will explore the topics around course
design through a mix of input from tutors,
other Lancaster colleagues,
small group
activities and discussion, and will be supported with reading mate
rials and other
resources.


Self
-
managed action learning sets and individual tutorials

The
occasional group

sessions
in the Michaelmas Term 2010

will focus on
participants’
own
interests

and
supporting each other’s

work
-
in
-
progress

on the CDD assignment
.

Individual tutorials with CDD tutors will also be available during the Michaelmas Term
.


CDD Virtual Learning Environment (VLE):


https://luvle.lancs.ac.uk/celt/cap2may10.nsf

Once you formally r
egister on CDD, you will
have access to a virtual learning environment (VLE) site.

This is closed site for the CDD
participants, and we encourage everyone in the group to use these actively to extend the
dialogue and sharing of ideas in between face
-
to
-
fa
ce sessions. The VLE is used to send
out CDD information and notices, for you to ask questions and
for the storage of course
materials and suggesting readings, and for the electronic submission of the coursework
.
As part of the CDD module you will be expe
cted to contribute to discussion on core
topics, post responses to activities in preparation for or review of sessions
. Details
will be provided throughout the module. These activities and use of LUVLE on CDD will
allow you to
become critically aware of
some of the challenges and strategies in using
VLEs as a student and as a teacher. They will provide a basis for one section of your
reflective account.




CELT Continuing Professional Development

Additional discrete CPD events organized through CELT for

all staff offer the opportunity
for input on a range of topics.

CDD

participants
are invited to
attend those sessions which
are relevant to

your

experience and perspectives. These are advertised on the CELT
website, and you will be sent electronic
publi
city
.

http://www.lancs.ac.uk/celt/celtweb/events



16

Core
Timetable for
2010
-
11


Summer Term

2010


W
K

D
ATE

T
IME

F
OCUS

4

Tuesday

11
th

May


9.30



4.00

Core session

4

Wednesday 12
th

May

9.30



4.00

Core session

5

Tues
day

18
th

May

9.30



4.00

Core session

5

Wednesday 19
th

May

9.30



4.00

Core session

5

Friday 21
st

May

9.30
-

12.00


Core session


morning only

6

Tuesday 25
th

May


9.30



4.00

Core session

6

Wednesday 26
th

May


Self
-
directed group
task
-

planning time

6

Friday

2
8
th

May

9.30



4.00

Core session



Formative Assessment

Group
work activity

8

Tuesday 8
th

June

9.30


12.00

Core session


morning only

9

Tuesday 15
th

June OR
Wednesday 16
th

June

9.30



4.00

Core session
-

Summative
A
ssessment

activity


each participant attends only one
of these
day
s


9

Thursday 17
th

June

9.30



4.00

Core Session


Michaelmas Term 2010

W
EEK

D
ATE AND
T
IME

F
OCUS

Pre
-
term

Thursday
30
th

September 2010 or 7
th

October 2010

9.30



4.00

Core session


each
participant attends only
one of the days
,
dates
to be confirmed in June
2010

Week
10


day tbc

9.30
-

12.00

Core session





17

CDD
Assessment


The CDD assessment strategy is designed to
address
the aims and learning outcomes of
the CDD
module

by

form
ing

the core around which the whole
module

is structured.

The
written and oral
assignment
s

are

used as a
n enabling

framework

on

which to develop

and
demonstrate
understanding and learning
.

They

are

also
intended to be
directly relevant to
your on
-
going wor
k

as a
n

HE teacher, researcher and

scholar
, as you will be
continually
drawing upon and critically analysing evidence emerging from your academic and
professional practice

and context
.


The assessment strateg
y comprises the following elements:


1

Group Mo
dule Design

Formative
Group
T
ask

see p.
18



Designing a proposal for a DAP module



Presenting your group’s proposal for peer scrutiny



Critically evaluating other groups’ proposals


2

Own Module

Evaluation

Summative
Individual and
Group T
ask

see p.

21



Course approval documentation of your own module



An oral presentation of your module



A written reflection/commentary following peer
feedback and discussions

3

Curriculum

Enquiry

Summative
I
ndividual T
ask

see p.
28



Proposal presentation and peer feedback



Work
-
in
-
progress presentation and peer feedback



Scholarly article on a curriculum design issue,
drawing on a literature based study
and/or a small
sc
ale empirical investigation c. 4
-
5
000 words



CDD

A
SSESSMENT
P
OINTS AND
S
UBMISSION
D
EADLINES


28
th

May 2010

Group Module Proposals and peer feedback

Formative

15
th
/16
th

June

2010

Own Module Evaluation

-

Oral assessment and peer
feedback activity


each participant attends one
day


Summative

Friday 16
th

July

2010

Final Submission of Own Module Evaluation

Summative

September
20
th

2010

Work
-
in
-
progress proposal and peer feedback of
Curriculum Enquiry

Formative

w/b 13
th

Dec 2010

Work
-
in
-
progress presentation and peer feedback of
Curriculum Enquiry

Formative

Friday 28
th

January 2011

Final Submission of Curriculum Enquiry

Summative




18

1

G
ROUP
M
ODULE
D
ESIGN
:

F
ORMATIVE
G
ROUP TASK


1 Group Module
Design

Formative
Group task



Designing a proposal for a DAP module



Presenting your group’s proposal for scrutiny
by your peers



Critically evaluating other groups’ proposals


Task

Brief

Working in a small group as a
planning team, y
ou are asked to design

a
n outline for a
3
0
credit module to fit into the

existing DAP
programme

for Lancaster staff
.


Y
our group may
wish to
draw

on the
existing
list of
SEDA
-
PDF named

awards
2

or you may wish to propose
something quite different
.

The aims of this activity duri
ng the group sessions are

to
:

1.

explore and apply key principles and components of good
curriculum
design in a
concrete group activity, rather than th
rough transmitted teacher
-
input

or discussion
and critique in an abstracted forum
.


2.

construct authentic
‘as
-
if’ scenarios of team planning, course construction and
approvals processes within the context of a real and mutually accessible programme
i.e. the Diploma in Academic Practice
.

3.

actively engage with the Lancaster proforma in order to interrogate and cr
itique its
current
form
3
, purpose and application
.


4.

undertake an authentic student
-
led exercise where potential participants have input
into their own learning and
curriculum
design, whilst also designing potential modules
suitable for staff at Lancaster t
o undertake for professional development in HE
teaching and learning
.

5.

inject

a bit of fun
and encourage a creative

approach

in the learning process

6.

draw upon resources and materials which may be helpful in your own design and
evaluation

7.

(re
-
)experience a
task similar to
group work

frequently
set for students


Task Outcomes

As a group y
ou

will

produce concrete proposals

aligning

the
central

elements in
curriculum
design

these include
:



Identify
ing

an

appropriate number of intended
learning outcomes

(subj
ect
specific and
transferable) addressed directly to potential module participants;



Design
ing

an
assessment strategy

including formative and summative tasks



Demonstrat
ing your
teaching and learning strategy

that explains how
class
contact
time with participant
s and tutors will be used and for what purposes and
outlines

independent
learning activities that participants will be expected to undertake
outside
of the ‘classroom’

(
independent
learning hours)




2

Each Diploma also has approval as a non
-
credit
-
bearing SEDA
-
PDF named awa
rd (Staff and Educational Association
Professional Development Framework)
http://www.seda.ac.uk/pdf.html?p=3_1_10_1


3

We note that like many systems there are problems with the formal documentation, however, by dealing with the
current reality and generating possible solutions you are engaging in a real life challenge and gaining ideas which may
be useful for when you co
mplete paperwork for your own module/s.



19

On

Tuesday 25
th

and Wednesday 26
th

May

you will work as a small group to design your
module and prepare the necessary documentation.

You will be given a number of support
materials
to consult
,
and
you

will
have access to the CELT Resources Room.

You
may

not

have sufficient time as a team to f
inalise
all
the
fine
detail, but you are
expected to have addressed
all the main course components

in principle.


It is also
acknowledged that you will not be able to
share

all
of
your group’s design thinking

with

your peers
, as presentation time will be l
imited, but your
presentation
and

documentation
should
provide the

broad outline of the key elements.


Proposal document
ation

Your

group needs to complete the Lancaster module approval proforma for your proposal (see
Appendix
3
: Lancaster University Module Proposal
Proforma

on page
34



electronic version
available on the VLE

in course materials/module design group task

https://luvle.lancs.ac.uk/celt/cap2may10.nsf/


You are asked to use the Lancaster University
Module
Approval proforma to
document
your
group’s proposals

in order to become familiar with it and
/or

to critically
en
g
age with its demands
and limitations
.


However

as this form makes
the process of cross
-
referencing and aligning the key elements

problematic
, you are asked
also
to use the four

column
template provided for your planning and
discussion

(see
Appendix 1:
Template

for Aligning Learning Outcomes, Assessment and Teaching
and Learning Approaches
and VLE
page
32

).

You may also wish to provide further deta
ils on
curriculum
design
issues which are required in the
Lancaster
scheme of study

proforma but not in the module one
4



see
VLE


Y
our group must post the
proposal documents
on to the VLE


by
Thursday 27
th

May 2010

by 12.00
,



Friday 28
th

May

-

Presentations and Feedback


Presentations:

E
ach
group

will
present proposals and rationale

for
CDD
colleagues’
scrutiny as if in a department meeting
, and be ready to answer questions and discuss
the ideas proposed.



Feedback
:

When listening to another’s group presentation you are asked to draw
on
the crite
ria outlined in the table below to evaluate the design and to ask
questions for clarification. The discussion will be as if conducted in a collaborative
department/

team meet
ing, where the purpose of the questions is to
help
improve
the design of the module, check its alignment with the programme and prepare the
proposals
as if
for faculty level scrutiny.




4

I
N PARTICULAR
:

L
EARNING AND
T
EACHING
S
TRATEGIES AND
M
ETHODS
,

A
SSESSMENT
S
TRATEGY AND
M
ETHODS
,

S
UPPORT
F
OR
S
TUDENT
L
EARNING



20


Guidelines/Criteria for scrutinising Module and Scheme Proposals


Y
ou are asked to
use th
ese

criteria as a guide to
consider the viability
and quality
of the module
proposal
, through

the written documentation and the module
team’s

presentation
.


You will have
the opportunity to ask questions of the module team and are en
couraged to engage in collegial
discussion about issues arising.


1.

The assessment, learning activities, teaching approaches, and subject content explicitly
align with one another and with the intended learning outcomes to form a coherent and
compatible ‘w
hole’.

2.

The module address
es

and align
s

with the overarching programme level aims, outcomes
and LTA strategy
.
The outcomes are appropriate for the stated level of HE study and build
in opportunity to show progression between modules within the programm
e.

The proposals
are viable in the current Lancaster environment and wider HE context.

3.

The teaching and learning and formative assessment strategy encourages active
engagement and appropriate independent learning approaches by all participants,
recognising

the needs of a diverse range of students and enabling equal opportunity for all
students. The proposals demonstrate good design principles of progression and
consolidation, variety, choice, autonomy, ownership and negotiation, development of skills,
lear
ner self
-

reflection, use of formative feedback, meaningful support and guidance,
appropriate learning technologies and resources etc

4.

The summative assessment strategy corresponds to principles of
perceived
good practice in
assessment
in

type and range o
f assessment methods,
the use of explicit grade
descriptors/marking criteria, the use of feedback, moderation processes, etc.












21

2

O
WN
M
ODULE
E
VALUATION
:

S
UMMATIVE
I
NDIVIDUAL AND
G
ROUP
T
ASK


2
Own Module Evaluation

Summative
Individual
and Group
Task




Course approval documentation of your
own module



An oral presentation of your module



A written reflection/commentary following
your presentation on the feedback and
discussions


This

part of the assessment strategy
focuses on the design,
development and implementation of a
module for which you are, in part or wholly, responsible

within your department
.
This could be for
any of the following:

i.

an existing module you have designed yourself and now convene and teach

ii.

an existing module which

you convene or co
-
teach, the design of which you have inherited
from a colleague

iii.

a proposed new module that you will be teaching in the near future

It contains several

elements,

a number of which you will be undertaking throughout the CDD
sessions.


Assessment Brief

Existing Module

(
i

or
ii
)

Critically analyse and be able to explain how the current module design aligns the key elements
into a coherent course of study. Evaluate from the perspective of the students’ learning how the
module has ‘worked i
n practice’

and how far it connects to the overall Scheme
.

A
Module proforma:

Revise the module proforma in the light of your evaluation including the
rationale for your proposed modifications and changes

in section
14
an
d prepare a copy of
appendix 1 the
4 column
template

on page
32
.

B
Presentation:

Prepare a short presentation to contextualise your module with respect to its
Sc
heme

and participate in a ‘courses committee role play with peer group feedback’

C
Reflective Account:

Finally,

reflect on the process and write a short account of
your
understanding of curriculum design and development.


New Modules (
iii
)

Critically reflect and be able to explain how the proposed module design will align the key elements
into a coherent course of study. Evaluate from the perspective of the students’ learning and your
previous feedback from students on modules you have taugh
t how the module will connect with the
overall
Scheme
.

A Module proforma:

Prepare the module proforma for validation including the rationale for your
proposed modifications and changes in section
14
an
d prepare a copy of appendix 1 the 4 column
template

o
n page
32
.

B Presentation:

Prepare a short presentation to contextualise your module with respect to its
programme and participate in a ‘courses committee role p
lay with peer group feedback’

C Reflective Account:

Finally, reflect on the process and write a short account of your
understanding of curriculum design and development.




22

Module Design
-

Framework Questions

To help you to evaluate systematically both on your own and with your CDD peers, the
following Module Design sub
-
headings and prompt questions are offered


this is not an
exhaustive
or constraining set of questions


you will need to adapt them and add yo
ur
own. Throughout the process you need to ensure that you think carefully about
responding to the university’s commitment to equal opportunities as well as the university’s
duties under equality legislation. (
F
or a link to equality guidance
s
ee
http://www.lancs.ac.uk/depts/equalopp/

and refer to materials from the
CDD
session
s

on

Equality and Diversity


Educational Aim
s:

How well do the stated aims of the module articulate
with the overall programme aims?

Ho
w clearly do the

stated aims

describe what the module is setting out to do?


Intended
Learning
Outcomes:

How far do the learning outcomes make clear what it is that the students will be able to do
and know as a result of this module?

Would they be
meaningful

to
all
students
?
What terminology might you need to consider
explaining to them when you teach the mo
dule?

How well do these module
learning
outcomes align with the programme learning
outcomes, subject discipline benchmarks and any other requirements e.g professional
bodies?

(See QAA
http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

)

Are they
appropriate
for the level of study?


Teaching methods

and learning activities
:

How well do the teaching methods support the achievement of module aims and learning
outco
mes?

How far do the teaching methods/class
room

activities support the development of
appropriate academic practices, independent study and wider transferable skills and
knowledge

for all the students
?

How far do the teaching methods assume
a student ha
s

c
ertain prior skills, e.g. use the
VLE, write academic essays etc, and is

this appropriate
?


Independent Learning A
ctivities:

What

structured learning activities
are
students expected to undertake during the
independent
study

time

to
support them achieving

the intended learning outcomes?

What

other
indepe
n
dent study activities
do

students
ideally
need

to engage in during this
module,
and
how
are these made explicit to students?


Assessment tasks:

Does your module include any explicit formative assessment
activities?

(
A
ssessment
for

learning
)

Ho
w well do
any

formative assessment activities
included
encourage learning and indicate
to both students and tutors how well they are progressing?


23

How
suitable

are the assessment tasks for demonstrating students’ le
arning and
achievement of the intended (module and programme) learning outcomes? (
A
ssessment
of

learning
)

How well are the assessment tasks explicitly aligned with the teaching methods and
learning tasks?


Course content:

Does

the course content

address both the module and programme learning outcomes and
wider discipline expectations?

To what extent is the specific course content appropriate, interesting and up to date?


Is the level of study, breadth and depth of coverage and sequencing of con
tent
appropriate?

How inclusive is the course content? e.g.
Is the course content suitable for an international
environment?


Does it challenge stereotypes? Does it acknowledge different
perspectives?


What are the progression challenges associated with p
rior knowledge or preparation for
future modules?

How is the course content used as a basis for developing discipline and generic learning
skills?


Learning resources and technologies:

What variety of learning resources and technologies are used and how w
ell do they
encourage, enhance and support good academic practices and transferable skills for
ALL
students?

What measures are taken to ensure that resources are accessible?


Guida
nce, Support, Feedback and Self
-
regulation

How effective are the strategies
for giving guidance and support to individuals and the
whole group

on appropriate academic practices in this module
?

How effective are the strategies for students to
actively engage with
feedback
obtained
from peers and tutors?

What approaches are employe
d to cause and encourage students to identify and reflect
upon their own learning, progress and needs as they learn
, to increase their success and
independence
?


Learning and teaching environment:

To what extent are the wider learning and teaching environm
ent and culture conducive to
enabling and supporting
all

the
students’ learning and the development of
their
academic
and transferable/

generic graduate skills?

What are the key issues of equal opportunity and differentiation in this module in the
context
of increasing student diversity and widening participation?


24


Module Evaluation in Practice


The following section outlines in more detail the range of data sources you might use to
inform your critical evaluation. You need to consider critically how appropriate and useful
are the existing quality assurance processes and emerging data for monitor
ing and
evaluating the success of the module. Again, this is not an exhaustive list.

O
WN
REFLECTIONS

Drawing on

your experience of teaching on this and other modules,
and comparing the outcomes with your planned intentions

F
ORMAL STUDENT
FEEDBACK



e.g. electronic standard end of module questionnaire
http://www.lancs.ac.uk/celt/celtweb/staff_module_evaluation


staff/student committee feedback, other departmental feedback
stra
tegies

I
NFORMAL FEEDBACK
FROM STUDENTS AND
COLLEAGUES


e.g. unsolicited comments, conversations in tutorials or office
hours, responses
during
teaching sessions,
approaches to their
study, critical incidents,
emails, discussions with colleagues,
planning
meetings etc.

S
TUDENT PROGRESS AND
ACHIEVEMENT


e.g.
success in
assignment
s
, students’ use of subject discourse
and terminology, students’ questions and contributions in sessions
e瑣t

P
EER
O
BSERVATION OF
T
EACHING
(POT)



using your departments local framework,

and for further information
http://www.lancs.ac.uk/celt/celtweb/peer_observation


D
EPARTMENTAL REVIEW
PROCESSES



e.g. peer observation processes


departmental Annual Teaching Review (ATR)

http://www.lancs.ac.uk/celt/celtweb/apr_ug_proforma


http://ww
w.lancs.ac.uk/celt/celtweb/departmental_atr_pg_proforma

or Periodic Quality Review (PQR) processes and outcomes
http://www.lancs.ac.uk/celt/celtweb/pqr_guidance


planning

or review meetings, teaching away days, external
examiner reports, etc.

For further guidance notes
http://www.lancs.ac.uk/celt/celtweb/files/TQSO
-
QP
-
Principles
-
June0
7.doc


F
ORMAL MODULE
DOCUMENTATION



i.e
. existing module approval document, programme approval
document, programme specification
-

(it is possible that if your
module was originally approved some years ago, annual
modifications have altered the original proposals to a certain extent.
http://www.lancs.ac.uk/celt/celtweb/course_design_approval



25

Benchmark statements
for your discipline


These provide a list of currently agreed statements that colleagues
within your discip
line agree might be expected of graduates
studying your subject.

WWW
.
QAA
.
AC
.
UK
/
ACADEMICINFRASTRUCTU
RE
/
BENCHMARK
/
DEFAULT
.
ASP

A
DDITIONAL
DOCUMENTATION



e.g. other
documentation that you might use to supplement or
illustrate the description, such as module handbooks, VLEs,
websites, or other student information

Y
OUR OWN EXPERIENCES
AND REFLECTIONS



including CAP work, planning and evaluation notes, journals/logs,
p
eer review processes, teaching observations, critical events etc

P
EDAGOGIC LITERATURE



There is a considerable range of educational literature on Higher
Education, offering theoretical and conceptual frameworks,
valuable points of comparison with your ow
n experience, and new
ideas for you to explore in the future. You are offered some
pedagogic literature with which to critically engage within the CDD
sessions and provided on the VLE, and you are expected to
investigate both pedagogic and subject
-
specific

materials from
your own discipline via HEA Subject Centre websites and other
discipline related sources.

O
THER
?







26

Own Module Evaluation
Assessment
Schedule



A


MODULE PROFORMA:

By
11
th

June

submit a copy of the following on the VLE



Lancaster University
Module Proposal Form (Appendix 3
)



Draft
of a
4
-
column template

(
Appendix 1
)

on

p.

32

Prepare
for the Committee Role Play on
15
th

/ 16
th

June

(
by reading peers


submissions)


Committee Role Pl
ay
15th or 16th June


In a group ‘role play’ activity, you are asked to present your revised module for approval to
a group of peers who are acting as a faculty UG or PG Teaching Committee
5
.


B


PRESENTATION:


Presentations to include an explanation of how
your module
aligns
with the Scheme to
which it belongs
, any key innovative features and issues you wish to draw to the attention
of the committee.

During the role play activity, as well as submi
tting your own proposal for scrutiny, you will
also be acting as a member of the Faculty Teaching Committee to scrutinise the proposals
of your peers.


Remit of Faculty Courses/Teaching Committee


To scrutinise new and revised module and scheme proposals
in terms of their pedagogy,
bearing in mind the Faculty’s responsibility for assuring the academic quality and
standards of the degree schemes offered its departments, the institutional LTA strategy,
the broad teaching portfolio of the Faculty and the impa
ct of any specific proposal on other
schemes offered in the Faculty and beyon
d, including consortial schemes.


Guidelines/Criteria for scrutinising Module and Scheme Proposals

Y
ou are asked to
use the same criteria as used for the
formative
group proposal

activity

to
consider the viability
and quality
of the module proposal
, through

the written
documentation and the module
proposer’s

presentation
.


You will have the opportunity to
ask questions of the proposer and are encouraged to engage in collegial disc
ussion about
issues arising.
See Guidelines / Criteria
on page 20
.

It is the committee’s role to decide whether this module can be:

a)

Recommended for

unconditional approval (perhaps with commendation for elements
of good or innovative practice)

b)

Recommended for approval subject to specific amendments

c)

Returned to the proposer for substantial modification


C REFLECTIVE
COMMENTARY

AND REVISED DOCUMENTS

Af
ter the committee
role play y
ou
are asked to

revise your module documents
(proforma and
Appendix 1
:

the
4 column template

on p.
32
)
accordingly.
To accompany these, you

are asked to



5

If you are in FASS, this is called

the UG or PG Courses Committee



27

write a reflective

commentary

where
y
ou
should

reflect upon

current elements
of the module
that
you are happy with, and changes that you h
ave proposed. It is anticipated that there might be two
types of changes:



proposed modifications for immediate improvement in the next iteration of the module



recommendations
within your reflective account
for more substantive development in the
design of

the module.
Here y
ou are not expected to confine your thinking to modifications that
you can make only in the coming year. It may be that you are not able to implement all the
changes you would ideally like to make


that is to be expected for two reasons
:

a)

module design and change is subject to contextual factors which are not entirely in one’s
control e.g. time lines, practical constraints and departmental processes and may need
exploring with colleagues.

b)

CDD is a reflective process where ideas are
explored (and imaginations expanded) and not
all ideas can be, nor indeed should be, carried out in the short term. Further investigation,
testing and reflection might be needed.


In your reflective
commentary
you are also asked
to capture
and critically reflect upon
your wider
understanding about curriculum design.
You should reflect on your own learning during this
module so far, consider some of the issues and challenges of the academic in the wider HE
context, and identify areas of inte
rest or need for your future professional development.

You are also asked to

include comments on the following

in your reflective
commentary
:




U
se of
the
VLE

within curriculum design



Extent to which the module addresses issues of i
nclusion



Contribution o
f the module to supporting development of g
raduate employability

attributes



Ideas about how you will address issues relating to:

o

f
eedback to students on how they operate as learners (self
-
regulation/ independent
learning)

o

f
eedback
to students
on their ass
essment



Feedback from students and peers as part of the m
odule review and evaluation process

This commentary
should

draw upon pertinent observations made by others during the committee
role play, outcomes from your reading of relevant literature, other C
DD sessions, feedback from
students etc



refer back to

the four critical lenses you have used throughout CAP (see diagram
on
page 5
).


This
commentary
does not
need

to be
written in
a
very
formal academic
style and should include
the

personal voice
,

as it will be a reflection of your own beliefs and values about learning and
teaching as well as drawing on pedagogical concepts and understanding
s. This kind of reflection
is not normally afforded a space in the formal course approval process.

Reflective
Commentary
: y
ou should write
around

2000 words

and submit
this with the revised
proforma and the
4 column template
as a single Word document to
the coursework section of the
VLE

by
Friday 16
th

July 2010
.


28

3

C
URRICULUM
E
NQUIRY
:

S
UMMATIVE INDIVIDUAL
TASK

3
Curriculum

Enquiry

Summative
individual task

Scholarly article on a

curriculum design
issue of personal interest, drawing on a
literature based study and/or a small
scale empirical investigation

c. 4
-
5
000
word
s


Rationale and Scope

Curriculum
design decisions need to be
underpinned by

sound pedagogical principles and
understanding

and an evidence
-
based ratio
nale
,
drawn from literature and research,
not

only based upon

traditional practices, trial and error, common sense, pragmatic
imperatives, preconceptions about teaching and learning

etc.

To help develop this pedagogical approach to
curriculum
design,
this

assignment
asks you
to
identify and explore in depth a

curriculum
design
issue that has emerged
for you

during
the CDD

evaluati
on and scrutiny of your module
.

This
written
assignment

requires
you to take
a scholarly approach

to

enquiring into and
enhancing an element of
curriculum design
, drawing upon and critiquing appropriate
literature on pedagogic research and theory from both your subject discipline and the
generic HE e
ducation field.
It is likely to resemble
a publishable

paper
of approximately
4000 words
on teaching or a discussion document for discipline colleagues and will be
academic

in its approach, commensurate with Masters level study.

This does not mean
that i
t needs to exclude your personal voice



to an extent this depends upon your
identified audience
.


You may wish to draw on empirical evidence that you have already
collected or are in a position to
collect

within the duration of the CDD module.


Identifyin
g
the focus of

your
curriculum

enquiry

There may be more than one

aspect of
curriculum

design that
you are interested in, and all
elements of course design are inherently interconnected, but

given

the time and word
length available, you are advised to restrict yo
ur focus
:

Aspects of curriculum design which you might choose to focus on
:



an

issue around

learning outcomes
which has
emerged as problematic



an

assessment strategy
which
may be creating un
intended outcomes,
or may not be
adequately addressing

the stated learning outcomes or enabling good learning
practices



changes in the student profile in recent years, involving perhaps a wider diversity of
students

or increased numbers
,
which
may
be creat
ing strains upon

current

course
design



curriculum content
which
may be inappropriate
or problematic and need rethinking



the learning environment
which
may
now
need to more adequately support student
progression



a need for more innovative approaches
for

de
velop
ing

students’ skills in a particular
area






29

Negotiating and confirming your question

Having identified the broad topic, you need to identify a
suitably

focused

question which
you wish to investigate and address.

Having worked on your ideas over the summer, you
are asked to present your ideas to
your peers
and CDD tutors
in an informal feedback
session in late September
/early October

2010.

You
need

to submit your initial proposal on the VLE
using the template
by
2
0
th

September 2010
, to allow your peers and tutors
time t
o read it and prepare their
questions.


PowerPoint presentation of curriculum enquiry work
-
in
-
progress

As a peer support strategy, in
December 2010 (week 10



date to be agreed
)

you will
produce an i
nformal

PowerPoint pres
entation outlining

the arguments and
findings so far,
and identifying outstanding issues, questions and remaining work to be completed. As
peers, you will give and receive feedback on these presentations in order to help each
other in the remaining stages of the curriculum enquiry.





30

CDD

C
URRICULUM
E
NQUIRY
P
ROPOSAL
Q
UESTIONS

Please restrict your response to 2 sides of A4

Name


Pr
ovisional

working title/question




Reasons for interest

and c
ontext for enquiry




Relationship to earlier section of CDD
-

implications for own course design/
de
velopment




Provisional a
bstract to include aims
and
intended

outcomes of enquiry



What is the potential audience for your curriculum enquiry

-

h
ow might you
disseminate your findings?
e.g. journal

article
,
short position paper
or
presentation

for
departmental / d
iscipline colleagues,

website
,





What

literature
have you identified to read

-

please list 3
-
4 references

at this stage





Will you gather additional data as part of the enquiry? If yes, please give brief
details, e.g. documentary evidence, informal student feedback, interviews, focus
groups




Please provide a brief action plan / timetable that connect
s

with the December w
ork
in progress session.




Please note any questions / concerns you have at this point


these will be
discussed by the group during the 1
st

work in progress session





31


Structuring the
Final Write up of the
Curriculum Enquiry

The table below gives the
criteria for marking the piece in the left hand column and advice in the right hand
column about the writing up, based on feedback given to previous cohorts.

Criteria for assessing

Curriculum Enquiry

Tutor Advice

The piece explores
pedagogical a issue of wider
interest to disciplinary
colleagues, and/or colleagues
at
Lancaster

and beyond

It is expected that your final piece will explore a pedagogical issue in such a way that
it is of wider interest to colleagues in

your own discipline, and/or colleagues at
Lancaster University, and not limited to addressing issues unique to one particular
module.


The assumption is that you are taking a sufficient step back from your own practice
that other colleagues can relate to

it and find it interesting, because it is of relevance
to them too. This is how it differs from the section you have already submitted, where
you were really reflecting for your own benefit.

A suitably focused question
has been identified for a
specified audience

It is important to frame up an audience, even if you do not actually present this
particular version of the text at this stage. It helps to shape both what you are saying
and also how you say it, and helps determine the levels of detail
that would be
required.

You may have very specific ideas about structure, purpose and potential audiences
for this piece; this is fine, providing you can ensure that you have addressed all the
aspects of the task requirements and criteria.

It takes an
academic scholarly
approach to enquiring into and
enhancing an element of
practice, commensurate with
Masters level study.

This is where this piece differs from the reflective piece you have submitted for CDD,
and the CAP 1 piece for those of you who have
done that. This piece needs to be an
academic text, written more formally, accurately referenced, using sub
-
headings to
signpost the main arguments. It does not need to entirely exclude your personal voice
where you wish to refer to examples from your own
practice.

You do need to keep to the word guideline if possible; any significant divergence from
this word length (more than 10%)

must be agreed in advance with your tutor
.

It draws upon and critiques
appropriate literature on
pedagogic research and the
ory
from both your subject
discipline and the generic HE
education field and includes an
accurate bibliography

It is essential that you draw upon
and critically review
a range of literature (and other
appropriate sources)
-


using it to
support

your own views, but also to interrogate your
assumptions, and to investigate what others have to say on the same topic.
Quotations should be selective.

An accurate
bibliography

needs to be provided which demonstrates the critical use
of a range of releva
nt literature. Ensure that you have consistently referenced all
citations from literature and other sources in a bibliography at the end of the text,
normally using the Harvard referencing system or your own discipline’s system.

It may draw on empirical
evidence collected

If your topic lends itself to collecting data from colleagues or students, this is
welcomed. It is important to keep this manageable


this project is relatively small
and the time is limited. It is important not to generalise from small

samples, but they
are useful for testing ideas or deepening one’s thinking. You might want to conduct a
small pilot study at this point with a view to potentially developing this into a bigger
project for a future module/study.

Highly selective use has been
made of
appendices

referenced within the text.

Appendices can be used to save words in the main body of the text, but they must be
chosen carefully and be limited to illustrate your discussion where necessary and
useful. They

must be referred to in the main text.

Do not fill appendices with extraneous material, such as multiple copies of feedback
forms or data sets.

The P
owerpoint
presentation
outlines the arguments and
findings and is suitable for the
defined audience

It
is a useful process to be thinking about this as the work develops as it often helps
to define the main points being explored.


32

Appendix 1: Template for Aligning Learning Outcomes, Assessment and Teaching and Learning
Approaches

Intended Learning Outcomes



On successful completion of the
module

students should be able
to…..


The teaching
/class contact

approaches
designed to support the
students in achieving the learning
outcomes

Directed and independent l
earning

activities
students are expected to
undertake during
learning hours

to
progress towards achievement of the
learning outcomes

The
summative
and formative
assessment tasks
designed
to
demonstrate the learning outcomes
of the module


























33

Appendix 2:
Module Design Elements




T
EACHING
METHODS
/
CLASSROOM
ACTIVITIES
:



L
EARNING AND TEACHING

ENVIRONMENT
:


F
ORMATIVE AND
S
UMMATIVE
A
SSESSMENT TASKS
:


L
EARNING RESOURCES AN
D
TECHNOLOGIES
:


I
NDEPENDENT
L
EARNING ACTIVITIES
:



I
NTENDED
L
EARNING
O
UTCOMES
:


E
DUCATIONAL
A
IMS
:


C
OURSE CONTENT
:


S
TUDENT PROFILE
:


G
UIDANCE
,

S
UPPORT
,

F
EEDBACK AND
S
ELF
-
REGULATION STRATEGIE
S
:



34


Appendix

3
:
Lancaster University
Module Proposal Form

for Diploma in
Academic Practice


Proposed CMod




Click here to return


Document Reference:


Departmental Committee Date:


Staff / Student Committee Date:


Basic Details

1. Title:



2. Mnemonic:


CELT 506

3. Administering Department:


CELT

4. Subject:



5. Module Convenor:



6. Date of Introduction:



7. Total Learning Hours:



8. Credit Rating:


30

9. Study Weight:


0

10. Mode of Delivery:


Standard

11. Proposed HEFCE Price Band


Group C


Curriculum Design

12. Level:


Postgraduate

13. Type:



14. Rationale for Introducing

the Module:



This text was common to all modules. Add your own module specific text underneath
.


This module,

amongst a
number of modules comprising the Di
ploma in Academic Practice,

is

part of an
institutional strategy to broaden the range and quality of opportunities for continuing professional
development for staff at Lancaster University.





35

The modules will provide sta
ff who teach with a framework for enhancing their professional practice and
developing their particular interests in teaching. It will also provide a focus for addressing issues at
departmental level.





15. Single, Combined or

Consortial Schemes to

which the Module contributes:



Diploma in Academic Practice (DAP)

Postgraduate Certificate in Academic Practice (CAP)



16. Pre
-
requisites/

Co
-
requisites/
E
xclusions:



CELT 501

Developing Higher Education Practice or APEL equivalent



17. Rebadged
?:


No

18.
Outline Syllabus:







19.
Select Bibliography:








Educational Aims

20.
Subject Specific: Knowledge,

Understanding and Skills:






21.
General: Knowledge,

Understanding and Skills:




n.b. We made a policy decision
when design
ing the Diploma to make the programme level general
educational aims

common to every module. You can add additional ones, but the expect
ation would be that
your module will also address

these generic
aims
.

T
he module, as part of the wider programme,

aims to support and accredit the academic and professional
development of both new and experienced university staff which will in
turn enhance the experience
of

students.


The

module encourage
s

participants to con
tribute to a community of competent, thoughtful
practitioners, to share ideas and to develop a discourse through which to reflect upon and inform HE
practices.


It also help
s

participants situate themselves as individual academics and teachers within the
w
ider frames and concerns of their department, their discipline and institution and the broader HE
community, and helps them to advance their professional achievements and aspirations.



The module aims to help participants to identify their own professiona
l development goals, directions or
priorities.


They will plan for and undertake appropriate development activities, which will include reviewing
their development and their practice, and the relations between them.



Through the learning activities and as
sessment, the module aims to help participants to explore and

make

36

explicit

how their practice is

underpinned by the following

professional values:



An understanding of how people learn



Scholarship, professionalism and ethical practice



Working in and developing learning communities



Working effectively with diversity and promoting inclusivity



Continuing reflection on professional practice



Developing people and processes




Learning Outcomes

22.
Subject Specific: Knowledge,

Understan
ding and Skills:



On successful completion of this module

participants will have demonstrated their capacity to...




23.
General: Knowledge,

Understanding and Skills:




n.b. We made a policy decision
when desig
ning the Diploma to make the programme level general learning
outcomes common to every module. You can if you wish add additional ones, but the expectation would be
that your module addresses these generic outcomes.


On successful completion of this
module

participants will have demonstrated their capacity to...

1


Undertake professional development in academic practice by:



a


Identifying their own professional development goals, directions or priorities



b


Planning for and underta
king appropriate development activities





c


Reviewing their development and their practice and the relations between them



2


Explore and

make explicit

how their academic practice is

underpinned by the following

professional
values:




An under
standing of how people learn



Scholarship, professionalism and ethical practice



Working in and developing learning communities



Working effectively with diversity and promoting inclusivity



Continuing reflection on professional practice



Developing people

and processes




Learning, Teaching and Assessment

24.
Total Length:


30 Weeks

25.
Term Weeks:


n/a

26.
Assessment

Moderation Methods:





37





27.
Assessment This

Academic Session?:


n/a

28.
Timing of Formal

Assessment:


n/a


29. Teaching

Teaching Approach

Status

Hours



Compulsory




Optional







30. Assessment

Type

Status

Percent

Default?






31. Details of Assessment:



The learning outcomes will be

demonstrated through





Resources

32.
Library Requirements:



Details:



Consultations are taking

place to enhance the provision of materials in the library for the proposed module
over time. The Lancaster library is already well stocked with appropriate literature.




Cost:


£0.00

Checked?:


No

33.
Special Equipment

Requirements:



Details:



LUVLE site


38



Cost:


£0.00

Checked?:


No

34.
Timetable Requirements:



Details:


n/a

Checked?:


No

35.
Space Requirements:



Details:



Checked?:


Yes

36.
Staff Requirements:



Additional Staff Required?


No

Details




Module Administration

37.
Minimum Number of
Students:



38.
Maximum Number of
Students:






39

Appendix
4
:

Tutor Feedback on Assignments


1 Own Module Evaluation

Summative individual task



Course approval documentation of your
own module



An oral presentation of your module



A written reflection/commentary
following your presentation on the
feedback and discussions

The following feedback was addressed to a whole CDD group and was produced in

the light of reading all of the
submissions. We have identified aspects of good practice, and pointed out other areas where there were
weaknesses. We have also annotated the individual work.

Participants were asked to re
-
read their own work and annotated

comments, and to read this feedback below,
considering where and how the comments apply to their own submission. We also ask them to consider these
comments in preparation for their Curriculum Enquiry.

Process, Organisation
and signposting


1.

It was useful to have an
opening contents page which contained section headings
and page references
. Even in a reflective piece these signposts are helpful for the
reader and evoke a sense of coherence in the piece.

2.

It was useful to attach in the appendices the
original documentation as well as
the amended versions after the presentations and reflections,

in order to make
explicit to yourself and to the reader what changes in thinking had taken place. It
was more usef
ul when providing the ‘before and after ‘ versions to show explicitly
what changes have taken place


these documents are quite hard to track as an
outside reader, and indicating the changes would help. Some people used italics or
a different colour font f
or this which was very helpful.

3.

Some people did not refer explicitly to the appendices in their reflection

at all,
whilst others did this well and providing a well articulated commentary for the
changes in thinking that had taken place and how they manifes
ted themselves in
the design detail.

4.

Some people
itemised the systematic process they undertook in analysing and
reviewing their existing module


this is helpful and a useful record of what to do
another time.

5.

Explicit mapping of programme aims/outcomes
with module aims/outcomes

was very well done in some cases, either using codes or explicit sentences in
parentheses.

6.

One might have considered a
diagram as well as description
in words in order to
see at one glance how often the outcomes correspond with e
ach other or with the
assessment and teaching


it helps with identifying duplication or gaps. Diagrams
to map elements of the course are very useful. They are probably easier for the
course designer to read than the reader, but it is the process the teach
er and/or
team undertakes in the mapping that is most important, especially at the design
stage.

7.

Some people put
formative assessment in the third column or the second column
even though it was given a mark
. It is possible for marked work to be formative
,
but it might get messy if both columns are used, so it may be best just to use the
final column for marked work (and maybe we need to review the columns again).

8.

The best assignments
structured the reflections into a series of sub
-
headings

in
order to bri
ng some coherence to the discussion and link the emerging ideas.
Subheadings and signposting is always helpful for the reader and creates a more

40

convincing account.

Academic style and
approach


9.

Whilst
writing in the first person is appropriate in
reflective pieces
, some
academic discipline still needs to apply e.g. of citing literature accurately,
engaging with readings dialogically and not accepting their content uncritically
,
providing examples to support claims and ideas etc.

10.

It was useful when
people
commented on their own opinions of the points made
in the literature,

to engage critically with it, or seek examples from practice to test
it out, rather than simply quote from it or summarized it without comment or
application to their own particu
lar context.

11.

Some people referred to more of the literature we looked at than others, and
some had searched for
additional literature in their own discipline and beyond



that was excellent.

12.

The better pieces involved a
bringing together of the feedback
and suggestions
made by others, use of literature, examples from practice, considerations of the
student experience, issues raised in the CDD workshops, into a cohesive and
coherent discussion

of new thinking and perspectives. The less good pieces might
h
ave included some of these elements but they were documented more as a
‘brain dump’ that was not processed well into a coherent and cohesive story.

13.

There was a tendency with some pieces to write a set of ‘rules’, often using
words like ‘should’ or ‘must’

in terms of ways of designing a module. The
literature was often cited as the source for these rules and imperatives. This is an
oversimplification of the actual process, and the variety of literature tried to
illustrate the diversity and complexity of per
spectives and approaches.
There is no
right or single way, and some pieces recognised this, but others sought to
construct a kind of rule book
. Illustrating the points made with one’s own practice
is often the best way to test the validity of any such stat
ement, and this was
lacking in some pieces.

Implications and actions


14.

A further excellent feature was to
itemize the points made by colleagues that
needed further consideration and actions either taken or needed



a table
forming an action plan of ideas

stimulated by the feedback was one good
approach here.

15.

Several people discussed
the need to engage other colleagues in the kinds of
discussions we had.
We wonder who you can discuss this with?

Perhaps CAP
colleagues could have discussions on the VLE or face to face about how to engage
other Sunway colleagues in course design issues in such a way that it does not
seem like just another burden when no one has enough time, but in fact feels both
c
reative and supportive?

Use of Evidence, Detail
and examples



16.

It is very good when someone
processed and reflected the key points of the
feedback they were given by their colleagues



to capture it, and to focus on the
positive points, and to articulat
e the rationale that others have seen. However,
simply summarizing points made as a record, was less effective.

17.

The best responses included
concrete examples or illustration of new ways of
working when discussing intended changes


otherwise they appear r
ather vague
and aspirational if not linked to concrete practice.

Rationale and
explanation

18.

It was useful to give a
rationale for the choices to teaching and assessment
methods



some people did this well; others described the choices but did not
explain
why they were chosen.


41

19.

Some people gave a
clear analysis of the process they had undertaken in
analysing and changing the wording of the learning outcomes and assessment
tasks
. It was even more useful when the students need to understand it was taken
into a
ccount.

20.

Some people explored the
context in which their curriculum review took place
and how this influenced the process,

what kind of curriculum product eventually
emerged, and what challenges faced its implementation.

Explicit reflection on
outcomes and

changes in
thinking

21.


Reflections on lessons learned through this exercise’



a discrete section like
this was one effective way of capturing these thoughts after the description of
changes that had been made to the design as a result of the process. It is

also
very useful for the reader/marker to see what learning had occurred.

22.

There were some good
demonstrations of thinking about the demands of the
task from the students’ point of view
, and how assessments needed to be
altered as a result e.g. length of
exam, number of words, purpose of the task,
explanations to students, marking criteria etc.

23.

Some of the writings gave a useful
demonstration of how teacher reflection and
experience, peer feedback from colleagues and reading the literature combine
to provi
de a platform for change and enhancement.
One needs also to consider
feedback from students to add to this mix of reflective lenses
-

an evaluation
strategy is needed to monitor the success of the changes and the design as the
course in taught and undertak
en by the students.

24.

Several people made reference to the value of the various
devices we used for
designing and for reviewing existing courses


in particular the boxed template
and the four column template. Several people also referred to key literature w
e
looked at that helped them to reflect and analyse. It may be that other
colleagues who did not attend the workshop might find those devices useful?

25.

Many people made reference to the importance of
linking learning outcomes
with assessment and teaching a
nd learning activities,

and how that was a
change in their thinking, and a welcome departure from course design as merely
being the completion of QA forms as a required and dry exercise e.g.


I never saw myself as a
designer

of the subject (!). It was more of a formal
exercise to get the document(s) out of the way for approval. LOs were written
just to fulfil the QA requirements and never quite linking them to teaching
approaches, assessments etc

26.

Several people usefully discu
ssed the issue of
language of learning outcomes
,
including the tension between the need to produce flexible ones that could last
for several years, but also needing language that was specific and meaningful for
each group of students. There was some inter
esting discussion in some about
the use of active verbs in learning outcomes that can be demonstrated through
assessment tasks; the best discussions moved beyond issues of the right words
to use in documentation, and more into considering the activities th
at students
would be undertaking.

27.

Several people made reference to the usefulness of the
activities contained in
the workshop and the shifts in their own thinking
. That is great.




42

Appendix
5
:
Individual
Feedback Form
s


F
OR
O
WN
M
ODULE
E
VALUATION


Criteria

for assessing

Own Module Evaluation

Tutor Comments

Submission of
your revised module for approval
to a group of peers using the appropriate
documentation and drawing on the given set of
criteria to guide your proposals.


Reflective commentary to capture your current
thinking about your module. You could draw on
the reflective processes and critical lenses you
have used throughout CDD; you might include
:



reflection on the issues of contextualising
your module with respect
to its scheme



an explanation of the reasons for changes
and modifications in your revised module



reflection on pertinent observations made by
others during the committee role play,



outcomes from your reading of relevant
literature,



other CDD sessions,



f
eedback from students etc.


Reflection on your wider understanding about
curriculum design in general and on your own
beliefs and values about learning and teaching,
drawing on pedagogical concepts and
understandings



Reflections on your own learning
during this
module so far, to consider some of the issues
and challenges of the academic in the wider HE
context, and to identify areas of interest or need
for your future professional development.



Additional Feedback





43

F
OR
C
URRICULUM
E
NQUIRY


Criteria for assessing

Curriculum Enquiry

Tutor
Comments

The piece explores
a
pedagogical
issue
of wider interest to disciplinary
colleagues, and/or
HE
colleagues at
Lancaster

and beyond


A suitably focused question has been
identified for a specified
audience



It takes an academic scholarly approach
to enquiring into an element of practice,
commensurate with Masters level study.





It draws upon and critiques appropriate
literature on pedagogic research and
theory from both your subject discipline
and the generic HE education field and
includes an accurate bibliography


It may draw on empirical evidence
collected



Highly selective use has been made of
any
appendices

referenced within the
text.


The PowerPoint pres
entation outlined

the arguments and

findings and
identified outstanding issues and
questions



Additional Feedback