Postgraduate Course: Designing Curricula and Learning Environments (EDUA11451)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | In this course we will provide a broad introduction to designing curricula and learning environments in higher education. We will begin by considering the basics of course and programme design, including University approval processes. We will discuss broad conceptualisations of curriculum, to include all aspects of the student learning experience. We will invite participants critically to consider space, place and time in learning and the implications of post-digital and hybrid approaches. Important through-lines for the course are inclusive design and education for sustainability. |
| Course description |
In this course, we will invite critical consideration of key perspectives on course and programme design in higher education. This will include a broad understanding of what students learn in higher education, encompassing the practices of academic disciplines and diverse ways of being, in addition to knowledge and core concepts. We will draw on post-digital perspectives and conceptions of hybrid learning that recognise outdoor and online spaces as well as varied forms of classroom and spaces beyond the campus.
Course topic will include:
the basics of course and programme design;
curriculum conceptualisations;
evaluating teaching and assessment practices in higher education;
inclusive course and programme design;
course and programme design for sustainable development;
hybrid and post-digital course and programme design.
We will run the course wholly online over a ten-week period. Learning and teaching activities will include: short video introductions; reflective blogging; synchronous and asynchronous discussion; group design activities.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2023/24, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Flexible |
| Course Start Date |
05/08/2023 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Online Activities 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
176 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
This is a pass/not yet pass course so no relative weightings are given
Assessment Part 1: Group course design proposal (formative).
Assessment Part 2. Group course rationale as either screencast, podcast, or video.
Assessment Part 3: Group design of a CC licenced resource for that course.
Assessment Part 4. Individual reflective blog on the process (1000 words). |
| Feedback |
Formative feedback will be delivered throughout the course through individual tutor feedback, peer feedback and asynchronous discussion.
Tutors will give individual detailed summative feedback on the CC licenced resource and the reflective blog. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- apply specific knowledge, skills and understanding to complete paperwork for course approval effectively
- Design courses that show critical awareness of flexible pedagogies including multimodality and hybridity.
- Critically reflect on the impact of different course design approaches on inclusive learning
- Evaluate different approaches to course design in light of University strategic priorities and the wider purposes of higher education
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Reading List
Ashwin, P., Boud, D., Calkins, S., Coate, K., Hallett, F., Light, G., Luckett, K., McArthur, J., Maclaren, I., McLean, M., McCune, V., Mårtensson, K. and Tooher, M. (2020). Reflective Teaching in Higher Education 2nd Edition. Bloomsbury. Chapters 9 and 10.
Fawns, T. (2019). Postdigital education in design and practice. Postdigital Science and Education 1, 132-145.
Johnston, MacNeill, S., & Smyth, K. (2019). Conceptualising the Digital University: The Intersection of Policy, Pedagogy and Practice. Springer International Publishing AG. https://doi.org/10.1007/978-3-319-99160-3. Chapter 7.
Larkin, H., and Richardson, B. 2014. Creating High Challenge/High Support Academic Environments through Constructive Alignment: Student Outcomes. Teaching in Higher Education 18 (2): 192-204. https://doi.org/10.1080/13562517.2012.696541.
Morgan, H. and Houghton. 2011. Week 1: Inclusive Curriculum Design in Higher Education: Considerations for Effective Practice Across and Within Subject Areas. AdvanceHE. https://www.heacademy.ac.uk/system/files/resources/introduction_and_overview.pdf.
P. Molthan-Hill & L. Blaj-Ward (2022) Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times?, Teaching in Higher Education, 27:7, 943-952, DOI: 10.1080/13562517.2022.2034782. |
Additional Information
| Graduate Attributes and Skills |
Develop critical digital literacies and understand how to embed these into curriculum design to enable students to develop their critical digital literacies.
The capability to critically evaluate how learning experiences will work for learners from diverse backgrounds.
Reflexive understanding of how current global challenges are relevant to professional work.
These connect particularly with the following Graduate Attributes:
Personal effectiveness, Personal and intellectual autonomy, Outlook and engagement, and Communication. |
| Keywords | currculum design,learning environments,student learning |
Contacts
| Course organiser | Ms Celeste McLaughlin
Tel: (0131 6)51 4513
Email: Celeste.McLaughlin@ed.ac.uk |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: Emily.Salvesen@ed.ac.uk |
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