Designing Learning
A key theme of our education strategy is to ensure that our programmes are based on holistic, integrated, programme-level learning, teaching and assessment strategies. Our formal processes for programme and module approval underpin this and provide a structure that recognises the iterative nature of design.
Designing Programmes
To achieve holistic programmes, programme teams need to engage stakeholders early to develop a shared vision. A high-level plan for programme development is needed which will support individual workstreams, and provide regular opportunities to bring colleagues together to consider the programme as a whole from a variety of perspectives (e.g. assessment literacy, graduate skills, student workload).
We recommend that you consult your Faculty Learning and Teaching Team for guidance on arrangements for approval, for key dates, and on the support they can provide.
A perspective from outside the programme team can be helpful to support the holistic elements of programme development. Colleagues from LTDS can be invited to facilitate workshops at key points in the design process. Support from the head of school and programme lead are essential to co-design the content of workshops offered as a part of the overall process.
Workshop content will be bespoke reflecting the requirements of the school/programme. Examples are given below:
- Articulating the vision – to feed into strategic approval
Using personas, employer and graduate feedback to articulate a shared vision for the programme and begin to define programme level outputs - Student journeys – prior to PAC
Using draft module outlines to review the student journeys through the programme and strengthen connections. Evaluate the development of skills/competencies and discuss pinch points. - Module storyboarding/prototyping – post approval
Planning and prototyping the module, selecting pedagogies, tools and approaches.
Contact LTDS if you would like to discuss this support in more detail.
For detailed guidance on the approval processes see Programme Approval and Changes - Learning and Teaching Development Service - Newcastle University (ncl.ac.uk).
Designing Modules
Constructive alignment is at the heart of good module design. A new module needs a clearly articulated set of learning outcomes, an associated assessment approach, and tasks which are suited to these. From this, learning activities can be planned which will enable students to meet these outcomes. The module syllabus will be influenced by its location in the programme, the teaching methods, and by what is normative or complementary in the programme.
Key information on modules is held in a Module Outline Form and there are fixed points in the year when these are approved and published. For more information, see https://www.ncl.ac.uk/ltds/governance/modules/.
For inspiration on the huge variety of approaches to module delivery, blended and face to face, visit our Case Study Database.
UCL’s ABC design tool is an effective way to storyboard student activity on your module. The approach is based on Laurillard’s learning types and supports you in choices of in-person and digital approaches. For a custom version based on digital tools at Newcastle University, see our online ABC to Canvas course and NU Learning type cards.
For advice on digital learning and e-assessment approaches, or to request in-school ABC and module design workshops, contact LTDS/FMS-TEL.
