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Overview
The UK Quality Code
Constructive Alignment
Learning Outcomes
Qualifications Frameworks
Content
Learning & Teaching
Assessment
Learning Resources & Support for Learning
Information
Evaluation
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The UK Quality Code for HE
The Quality Code is the definitive reference point for all UK higher education providers.
It makes clear what higher education providers are required to do, what they can expect of each other, and what students and the general public can expect of them.
The Quality Code covers all four nations of the UK (England, Northern Ireland, Scotland and Wales) and all providers of UK higher education operating internationally.
It protects the interests of all students, regardless of where they are studying or whether they are full-time, part-time, undergraduate or postgraduate students.
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UK Quality Code Part B
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B1: Programme design, development and approval
B2: Recruitment, selection and admission to higher education
B3: Learning and teaching
B4: Enabling student development and achievement
B5: Student engagement
B6: Assessment of students and the recognition of prior
learning
B7: External examining
B8: Programme monitoring and review
B9: Academic appeals and student complaints
B10: Managing higher education provision with others
B11: Research degrees
Part B: Assuring and enhancing academic quality
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Triangle of Effective Learning
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Learning Outcomes
AssessmentLearning activities
Constructive Alignment
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1
1
Learning
Outcome
Learning
&
Teaching
Assessment
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2
3
3
4
4
5
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Constructive Alignment 2
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1
2 4
5 Learning
Outcome
Learning
&
Teaching
Assessment
Learning Outcomes
Learning outcomes are central to the Quality Code and Part A advocates an outcomes based approach.
To assist in the design of the learning activities, and for the student to know what is expected of them, it is sound practice to specify the intended learning outcomes of the course of study before establishing the syllabus (content) or learning activities.
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Miller’s Prism of Clinical Competence
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National Qualifications Frameworks
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Content
Having established the learning outcomes it is easier to decide on the content, rather than trying to match outcomes to content.
The QAA subject benchmark statements, which underpin Part A of the Quality Code, indicate the expected content in terms of knowledge, skills and attitudes for degree level study.
Many Professional, Statutory and Regulatory Bodies (PSRBs) also provide guidance on expected syllabus content and learning outcomes.
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Nice
Could
Should
Essential
Learning & Teaching
Whilst a large number of methods to support learning and teaching have been described over the years not all can be replicated in a MOOC; although with a little thought and organisation most of these can be implemented in some form.
However, before rushing into the “How do I do this?” question it is helpful to think what it is that the student is learning, and therefore what would most likely help their learning. Part B, Chapter B3 of the Quality Code encourages learning designers to think in this way.
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Learning & Teaching
Bourner & Flowers (1998) suggested that there are six purposes of higher education:
to disseminate knowledge
to develop the capability to use ideas and information
to develop the ability to test ideas and evidence
to develop the ability to generate ideas and evidence
to foster personal development
to develop the capacity to plan and manage one’s own learning
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Assessment
Assessment for Learning
Assessment of Learning
Reflection on feedback received
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Characteristics
Valid
Reliable, fair & equitable
Purposeful
Timely
Demanding
Efficient and manageable
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Learning Resources & Support for
Learning
Resource types
Reliability of delivery platform
Academic & Digital literacy
Access to Learner Support independent of time
zone
Assessment
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Information
Principle 1: Information that providers produce about themselves and the learning opportunities they offer should be clear, timely, current, transparent, and focused on the needs of the intended audiences.
Principle 2: Providers are responsible and accountable for the information they produce about the learning opportunities they offer. At the same time, providers have autonomy regarding the mechanisms and media they choose to communicate this information.
Principle 3: Information should be available and retrievable where intended audiences and information users can reasonably expect to find it. The format and delivery of information should take account of the access requirements of a diverse audience.
Principle 4: Information produced by providers should offer a fair and accurate reflection of the learning opportunities they offer.
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Information
Public information
Information for prospective students
Information for current students
Information on completion
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Evaluation
Providers regularly review their provision that enables student development and achievement, to promote continuous improvement in ways that are not overly burdensome.
Procedures include guidance about who will be involved and how feedback from and participation of key stakeholders contribute to the process.
These stakeholders include students, employers, academic and professional services staff and external organisations, including professional, statutory and regulatory bodies where relevant.
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