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Designing Learning

Designing Learning

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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).  

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.