module specification

This module aims to equip you to plan, deliver and appraise higher education courses in a professional and scholarly manner.  Its intention is to enhance your capacity for critical design, analysis and appraisal of programmes of learning with respect to HE policies and environments, curriculum theory and methods of educational evaluation. We examine the coordination of teaching, learning and assessment to promote student engagement and success, and relate curriculum issues to wider patterns of continuity and change in HE.

ED7143 Facilitating Student Learning (or APL) and ED7135 Managing Assessment and Feedback Process (or APL).

Available for Study Abroad? NO

(1) Course design: frameworks, contexts and issues
• Key concepts in the domain of curriculum theory and practice
• The elements and process of course design
• The contextual factors which influence course design – including ideologies and policies, both national and institutional - and
• The contested and complex nature of curriculum development 

(2) Evaluating courses: purposes, sources and methods
• The rationale and purposes of curriculum evaluation. 
• Approaches to and methods of evaluation. 
• The selection and planning of design/evaluation projects for this module. 
• The integration of evaluation into projects. 

(3) Project Planning
• The planning and implementation of projects – to be outlined and discussed in small groups as part of a workshop session. 
• Individual guidance on further reading and need for support.

(4) Preparation for Peer Reviews (of draft project reports)
• The peer review process and allocations
• The criteria for formative reviews of draft project reports
• Guidelines on draft project reports
• A marking exercise

(5) Curriculum Practice in Context
• Ideas and insights gained from the CED module and project about key issues in curriculum evaluation and development, and the influence on practice of ideological and material context.
• Current and future professional development in relation to PSF D2
• An evaluation of the module and suggestions for improving it for future participants

The module begins with workshop sessions supplemented by online resources and suggested independent study activities. You are expected to familiarize yourself with major issues and approaches in curriculum evaluation and development and to relate these to your specialist fields and PSF D2. This first phase culminates in an initial proposal (1 200 words) for a curriculum design and/or evaluation project in your subject area or specialist field. Ideally, projects should enjoy the interest and support of your line manager and colleagues. You are encouraged to discuss your project ideas and plan with a “critical friend” in your subject/professional area, and to refresh your PSF Logbook.

In the second phase, you work on your project and ‘publish’ a draft project report (on work in progress) on the module online site (WebLearn) for formative peer review. Besides producing your own draft report, you are required to provide a review of the draft reports of two of CED peers (peer reviews 500 words each) and provide short responses to your reviewers,

7 x Workshops
The third phase is for you to reflect on these peer reviews, continue with and complete your project, and discuss developments, where appropriate, with your CED tutor or “critical friend”. Your final project reports must be posted online (WebLearn) for assessment by the module tutors.  The report includes a self-evaluation element in which you are required to reflect on your project outcomes and your own professional development in relation to PSF D2, assisted by your updated PSF Logbook. You are also encouraged to share/discuss your final project with departmental colleagues.

LO1: Critically review curricula in terms of educational 'good practice' and specific benchmarks or sets of recommendations.

LO2: Explain professional practice in terms of educational principles and curricular issues  -  acknowledging the context and complex nature of HE courses.

LO3: Develop strategies for planning, implementing and evaluating curricula, informed by theoretical concepts and models.

LO4: Conduct and complete a project as a scholarly case study of curriculum development and/or evaluation within their own subject or specialist domain.

Talis Reading List:
https://rl.talis.com/3/londonmet/lists/E335E665-8525-E40B-EC75-829246A50FF6.html

Core Texts
Warren, Digby (2021) Course and Learning Design and Evaluation, in H.Pokorny and D.Warren (eds), Enhancing Teaching Practice in Higher Education (2nd edition). London: Sage, chapter 2
Fung, D (2017) A Connected Curriculum for Higher Education (UCL Press). See

Toohey, S. (1999), Designing Courses for Higher Education, Buckingham, The Society for Research into Higher Education & Open University Press
Hervey, J. [ed.] (1998),  LTDI Evaluation Cookbook, Edinburgh, Heriot-Watt University

Curriculum Design
Adams, M. & Brown, S. (eds) (2006) Towards Inclusive Learning in Higher Education: Developing
Curricula for disabled students. Abingdon: Routledge
Biggs, John (1996) ‘Enhancing Teaching through constructive alignment’, Higher Education, vol. 32: 347-364
Bovill, C., Bulley, C.J., and Morss, K. (2011) Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education, 16 (2) pp.197-209
Butcher, C. et al (2006) Designing Learning: From Module Outline to Effective Teaching. London: Routledge
Diamond, R.M. (1998) Designing and Assessing Courses and Curricula. San Francisco, Jossey-Bass.
Jackson, N. et al (eds) (2006) Developing Creativity in Higher Education: An Imaginative Curriculum. Abingdon: Routledge
Knight, P (2001) Complexity and Curriculum: a process approach to curriculum-making, Teaching in Higher Education, 6 (3) pp. 369-381.
McAlpine, L. (2004) Designing learning as well as teaching. A research-based model for instruction that emphasizes learner practice, Active Learning in Higher Education, 5 (2) pp. 119-134.
Moon, J (2002) The module & programme development handbook: a practical guide to linking levels, learning outcomes & assessment. London: Kogan Page
Moon, J (2004) A Handbook of Reflective and Experiential Learning: theory and practice. London: RoutledgeFalmer
Nicholls, Gill (2002) Developing teaching and learning in higher education.  London: RoutledgeFalmer (chapter 5 on “Programme and course design”)
Rust, C. and Gibbs, G. [eds.] (1997) Improving Student Learning through Course Design. Oxford, Oxford Centre for Staff and Learning Development
Parsons, C. & Gibbs, G. (1994), Course Design for Resource Based Learning, Oxford, OCSD.
Turner, D (2002) Designing and Delivering Modules. Oxford: Oxford Centre for Staff and Learning Development
Vai, M. & Sosulski, K. (2011) Essentials of online course design: a standards-based guide. New York: Routledge

Curriculum Evaluation
Breakwell, G. & Millward, L., (1995) Basic Evaluation Methods. Leicester, BPS Books.
Brennan, J & Williams, R (2004) Collecting and using student feedback - a guide to good practice.
Hounsell, D. (1999) ‘The Evaluation of Teaching’ in Fry, H et al, A Handbook for Teaching and Learning in Higher Education. Enhancing Academic Practice. London, Kogan Page, ch. 13
Light, G., Cox, R and Calkins, S. (2009) Learning and teaching in higher education: the reflective professional. London: Sage

Curriculum Context/Paradigms
Apple, M. (2004) Ideology and Curriculum. London: RoutledgeFalmer
Barnett, R. (1997) Higher Education: A Critical Business. Buckingham, SRHE and Open University Press.
Barnett, R (2000) Realizing the University in an Age of Supercomplexity. Buckingham: SRHE & Open University Press
Bovill, C., Bulley, C.J., and Morss, K. (2011) Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education, 16 (2) pp.197-209
Cornbleth, C. (1990). Curriculum in Context. New York: The Falmer Press
Grundy, S. (1987) Curriculum as Praxis. London: The Falmer Press Jones, E & Brown, S (2007) Internationalising Higher Education (Routledge)
Knight, P & Yorke, M (2003) Learning, Curriculum and Employability in Higher Education (Routledge)
Ross, A.(2000)  Curriculum Construction and Critique. London: Falmer Press. 
Problem-based Learning
MacDonald,R & Savin-Baden, M (2004) A briefing on assessment in problem-based learning. York: LTSN
Boud, D. & Feletti, G. [eds.] (1997), The Challenge of Problem-Based Learning, 2nd Ed., London, Kogan Page.
Savin-Baden, M (2003) Facilitating problem-based learning: illuminating perspectives. Maidenhead : SRHE & Open University Press
Schwartz, P et al (eds) (2001) Problem-based learning: case studies, experience and practice. London : Kogan Page 

E-learning & Course Design
Beetham, H. & Sharpe, R. (2007) (Eds) Rethinking pedagogy for the digital age: designing and delivering e-learning. London: RoutledgeFalmer
Bird, L. (2007) The 3C model for networked collaborative elearning: a tool for novice designers, Innovations in Education and Teaching International, 44 (2), pp. 153-167
Garrison, DR and Vaughan, ND (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: Jossey Bass
Laurillard, D (2002) Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge
Laurillard, D (2012) Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology. Abingdon: Routledge
Salmon, G (2002) E-tivities: the key to active online learning. London: Kogan Page
Salmon, G (2011) E-Moderating: the key to teaching and learning online (3rd edition). Abingdon: Routledge

Journals (** = available online via the University)
Active Learning in Higher Education** (journal of the HE Academy) Arts & Humanities in Higher Education
Assessment and Evaluation in Higher Education**
Educational Developments (SEDA magazine)
Higher Education**
Higher Education Research and Development**
Innovations in Education and Teaching International**
Studies in Higher Education**
Teaching in Higher Education**