A Model of Course Design

Define aims and learning outcomes

Consider and review the knowledge/skills and motivation of students who are to take the course

Define core content

Map learning outcomes against teaching methods. Determine teaching and learning strategies Map assessment against learning outcomes Determine assessment strategy

Determine evaluation strategy Note: A course can be a degree programme, module or part of a module
Staff Development Unit, The University of Birmingham

STAFF DEVELOPMENT UNIT A Model of Course Design Commentary

For the purpose of this model, a course can be a degree programme, a module or part of a module. These notes elaborate on the model presented on the front page. 1. Define aims and learning outcomes Aim - statement of intent or purpose. Learning outcome what students should know/understand or be able to do by the end of the course. At degree programme level the aims and learning outcomes will take into account integration across the curriculum; interdisciplinary issues; relevance to professional requirements; the generic skills you expect your graduates to acquire. It is possible to construct a matrix of learning outcomes against which modules in the degree programme can be considered. This will show where outcomes are being achieved, whether they are being over-achieved and where there are omissions. At module level the aims and learning outcomes will: relate to the aims and learning outcomes at degree programme level; take account of the place of the module in the overall curriculum; build on the aims and learning outcomes written for prerequisite modules; show progression through the levels. 2. Consider and review the knowledge/skills, learning needs and motivation of students who are to take the course Consider students: Entering knowledge Spread of ability Prior learning experience/learning culture Learning styles Learning needs Motivation for doing the course If necessary, revise aims and learning outcomes.

Staff Development Unit, University of Birmingham September 2000

3. Define core content Determine the core content required to deliver the learning outcomes. Begin to identify themes, examples, case studies that you will need to include to illustrate content and to enable outcomes to be achieved. Match core content against students knowledge/skills. Are you starting at the right point? Look at prerequisite modules is there unnecessary repetition? Ask yourself why is this in?, what is it for?. If necessary revise aims and learning outcomes. 4. Map learning outcomes against teaching methods. Determine teaching and learning strategies Teaching methods vary in their potential to allow different learning outcomes to be achieved. Map the learning outcomes against appropriate teaching methods. You may find that more than one teaching method is appropriate to allow each particular outcome to be achieved. Now decide on the teaching method you will adopt. Be pragmatic! You need to take account of the number of teaching hours available, number of students, available resources. Identify both teaching and learning strategies. Reduce didactic teaching where possible and provide for active learning. Encourage student independence. Make your overall approach student-centred. Build in sessions for induction, for reflection and review. Identify how student time will be spent. Identify appropriate learning resources. Review core content if appropriate. 5. Map assessment against learning outcomes The assessments that students do demonstrate their achievement (or nonachievement) of the learning outcomes, and, where appropriate, the level of their achievement. Any learning outcome must therefore be capable of being assessed. A well-designed assessment can test a number of different outcomes. Use assessment also as a medium for learning, and consider the balance of formative and summative assessment. 6. Determine evaluation strategy A great deal of energy is spent on evaluating teacher delivery, but not enough evaluation is undertaken on the effectiveness of course design. Questionnaires can be designed to ascertain the students view on balance and effectiveness of teaching methods,
Staff Development Unit, University of Birmingham September 2000

clarity of learning outcomes, appropriateness of assessment etc. Interviewing groups of students is probably quicker and will give more detailed answers. Collecting and analysing opinion/comment from a variety of sources, in a number of different ways, will give you a clear idea of whether you have designed your course well. Your colleagues will have interesting ideas and comments on your course, which you could find useful. Remember also that you are well placed to have a view! Rarely do we evaluate the effectiveness of a degree programme, but this can also be revealing.

Staff Development Unit, University of Birmingham September 2000