ࡱ> UWT 2bjbj .*2$ 0!7777{}}}}}}\}}77 77{{7}g0@hdvt@}}. :  Annual Conference, 18th & 19th June 2009, Credit Based Curricula: Choices & Challenges Workshop abstracts for parallel sessions, Friday June 19th Workshop Session 1: 11:00 12:15 1.b Would you credit it? Considerations of level, learning outcomes and volume of learning in the design of module-based curriculum. Tony Turjansky, Edge Hill University According to the QAA, academic credit is a simple way of indicating, using numbers, the amount of learning expected and how difficult it is (2006: 3). For curriculum designers, this means using a credit-based programme structure to determine the academic level of learning and how long a student requires to achieve it. When considering new programme proposals validation panels must establish the appropriateness and coherence of the curriculum typically, a package of modules - in relation to the named award and level of qualification; the alignment of the curriculum with the programme aims; and how the individual modules contribute to the achievement of the programme learning outcomes. However, course teams sometimes struggle to demonstrate how level is reflected within their programmes. While the inclusion of a module at Level 4 may be explained easily enough in relation to developing foundational knowledge and skills, and the capstone Dissertation module is most clearly appropriate to Level 6, other decisions about module positioning may be harder to justify. Indeed, discussions at validation have indicated that the level of learning may even be considered retrospectively once the programmes structure has already been defined. In such cases some retro-fitting of module learning outcomes is necessary with vocabulary being used as the key differentiator of level insert analyse for Level 5, critically evaluate for Level 6, and so on - resulting in what may appear to be more a form of word-play (Moon, 2002: 10) than a carefully planned approach to curriculum design. A related issue is the relationship between module size and the expected volume (duration) of learning. The award of an undergraduate honours degree requires that students complete 120 credits of learning at each of three Levels. Benchmarking will have provided a good idea of the content that needs to be included and it is then a matter of the team devising a modular structure to accommodate this - for example, 8 modules of 15 credits each, or 6 at 20 credits, or 4 at 30, or any combination totalling 120 credits at each Level. Having thus divided up the curriculum the team must then consider how it will be delivered and assessed within the Notional Learning Hours. However, within this scenario decisions concerning the volume of learning required to achieve the intended learning outcomes risk being unduly influenced by the logistics of course scheduling. Just as academic level can be post-rationalised by manipulating the wording of learning outcomes, so the volume of learning may also be manipulated to fit the Notional Learning Hours with independent directed study often used as the flexible buffer between delivery and assessment. This workshop will aim to demonstrate how considerations of academic level and volume of learning risk being compromised by the mechanics of programme structures and schedules, and how greater focus on the module as a discrete unit of learning may help course developers to anticipate and manage such risks. Indicative Bibliography: Cox, R. & Light, G. (2001) Learning and teaching in higher education: the reflective professional. Paul Chapman. London Gosling, D. & Moon, J. (2001) How To Use Learning Outcomes and Assessment Criteria. SEEC, University of East London. Moon, J (1995) Credit in Higher Education: The implications for staff development. UCoSDA briefing paper 26. HYPERLINK "http://library.edgehill.ac.uk/search~S1/aMoon%2C+Jennifer+A./amoon+jennifer+a/-3,-1,0,B/browse"Moon, J. A. (2002) The module & programme development handbook : a practical guide to linking levels, learning outcomes & assessment. Kogan Page. London. Quality Assurance Agency for higher education (2006) Academic Credit in Higher Education in England. Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge. Southern England Consortium for Credit Accumulation and Transfer (2003) Credit Level Descriptors for Further and Higher Education. SEEC. Toohey, S. (1999) Designing courses for higher education. Open University Press. Buckingham. Tony Turjansky is Head of Academic Quality at Edge Hill University in Ormskirk, Lancashire where he manages the operation of the universitys quality strategy, with a particular focus on programme validation, annual monitoring and periodic review and the approval and management of collaborative provision. Before taking up this role he was Senior Lecturer in Media and Journalism at Edge Hill and, from 1978 to 1996, a broadcaster and manager in the BBCs World Service. Tony was appointed a University Learning and Teaching Fellow in 2008 and since then he has presented and published on teaching and learning-related themes including the place of the dissertation in undergraduate degrees and using the validation process as a tool for quality enhancement. He is also a consultant on quality management issues to the University of Johannesburg. 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