foundations for higher education course design and review ·...
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Foundations for Higher Education Course Design and Review
Dr Greg White Gary GreigPostgraduate Course Coordinator Academic Quality Manager
HELI WEBINAR 2 Thursday 19 March, 2020
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WHAT IS A COURSE?
course / unit / module
curriculum / program
A course is a set of subjects
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Award coursessource: www.aqf.edu.au
Australian Qualifications Framework (AQF)
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Diploma course (AQF5)
Associate Degree (AQF6)
Bachelor Degree (AQF7)
Grad. Cert./Dip. (AQF8)
Masters Degree (AQF9)
Doctoral Degree (AQF10)
meet qualification standards
WHAT IS A COURSE?
Higher Education
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Documents what, why, how, when
• states clear goals
• specifies components
• meets standards
WHAT IS COURSE DESIGN?
learning takes place
Course design documentation:
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WHAT IS COURSE DESIGN?
Documents what, why, how, when learning takes place
• states clear goals
• specifies components
• meets standards
| Are goals clear?
| Are components specified?
| Are standards met?
Course design reviews evaluate documentation:
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WHAT IS COURSE DESIGN?
Characteristics of a good quality course?
documentation is consistent & coherent components are specified & interrelated evidence-based theory underpins learning
sequenced appropriately & progressively suitably demanding, current & relevant
• Well organised & structured
• Comprising high quality ‘content’
• All learners equally valued
source: Stabback, P. (2016). What makes a quality curriculum? UNESCO International Bureau of Education, UNESDOC Digital Library (p. 17)
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WHY IS COURSE DESIGN IMPORTANT?
• Blueprint for course delivery consistency
• Continuous quality improvement cycle of delivery, review & development
• Regulatory compliance documentation as evidence
• Prospective students compare options
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HOW TO DESIGN COURSES?
Course design is:• based on constructivism
learners create knowledge from their experience
• learning-centred focused on learning, not teaching
• outcome-based constructively aligned to achieve learning outcomes
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HOW TO DESIGN COURSES?
Course designs must:
• state clear goals
• specify components
• meet standards
• award qualification • professional accreditation (if any) • course rationale • course learning outcomes• course structure/delivery mode(s) • subject sequence • subject learning outcomes
• assessments • learning activities & resources
• entry requirements & pathways • duration & progression • learning & teaching strategy • quality & level
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HOW TO DESIGN COURSES?
Course designs must:
• state clear goals
• specify components
• meet standards
• award qualification • professional accreditation (if any) • course rationale • course learning outcomes• course structure/delivery mode(s) • subject sequence • subject learning outcomes
• assessments • learning activities & resources
• entry requirements & pathways • duration & progression • learning & teaching strategy • quality & level
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HOW TO DESIGN COURSES?
Course designs must:
• state clear goals
• specify components
• meet standards
• course structure/delivery mode(s) • subject sequence • subject learning outcomes
• assessments • learning activities & resources
1) structure; subject sequence
2) constructive alignment
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A course design must have at least 2 subjects.
HOW TO DESIGN COURSES? Structure
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Example 1
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A course design must have at least 2 subjects.
HOW TO DESIGN COURSES? Structure
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Example 1
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A course design must have at least 2 subjects.
HOW TO DESIGN COURSES? Structure
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Example 1
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A course design must have at least 2 subjects.
HOW TO DESIGN COURSES? Structure
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HOW TO DESIGN COURSES? Structure
A course design with more than 2 subjects?
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A course design with more than 2 subjects?
HOW TO DESIGN COURSES? Structure
Example 2
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HOW TO DESIGN COURSES? Structure
A course design with more than 2 subjects?
Example 3
Foundation Development Application
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HOW TO DESIGN COURSES? Structure
A course design with more than 2 subjects?
Example 4 Graduate Certificate in HE Academic Practice
Online Academic Practice
Scholarly Activity
Course Design
Course Delivery
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HOW TO DESIGN COURSES? Structure
A course design with more than 2 subjects?
Example 4
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intended learning outcomes
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Outcome-based course design
HOW TO DESIGN COURSES? Constructive Alignment
- Backward design
assessments
learning activities
learning resources learning supports
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WHEN TO DESIGN & REVIEW COURSES?
Continuously …
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QUESTIONS & ANSWERS?