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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

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

Example 1

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A course design must have at least 2 subjects.

HOW TO DESIGN COURSES? Structure

Example 1

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A course design must have at least 2 subjects.

HOW TO DESIGN COURSES? Structure

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

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?