Programme Development

Rachel Forsyth, Centre for Excellence in Learning and

Teaching

@rmforsyth

r.m.forsyth@mmu.ac.uk

Slides at http://www.slideshare.net/rmforsyth/

Introductions

• Who are you?

• Why are you here?

• What do you want to

be able to do by

lunchtime?

Session Intended Learning Outcomes

Following this session,

you will be able to

• Plan and develop HE

programmes (to be)

validated by MMU

• Identify sources of

support at MMU

Activity 1: PARM

Play the PARM game

What have you learned

about PARM?

20 minutes playing, 10 minutes discussion

Accreditation!

• First to complete final approval wins

• You must have 3 new quality points (yellow buttons) to leave

each zone

• Cards depend on which zone you’re in

• Chance squares have their own pile of cards

• Read the cards for the other pair – if there is a decision to be

made, don’t tell them the outcomes until they’ve made the

choice

• Discard cards to bottom of pile after reading, but keep ONE

card which describes something that’s happened to you/your

team

• Ask questions about anything you don’t know

about/understand

Discussion

On your table, discuss the cards you’ve retained

• What impact would/did this event have on the

process?

• Does the PARM process help, hinder or simply

document responsive behaviour with respect to

curriculum design (ie being able to react to changes

in the external environment, student body, staff

changes etc)?

Programme Approval, Review and

Modification (PARM)• Formal process

• QAA Quality Code

• Results in Approved

Programme Specification

• Changes must be approved

through modification process

PARM process

• Strategic Approval

• Documentation

• Final Approval

– Conditions

– Recommendations

• Review every six years (at

least) until

• Discontinuation

Programme Design Principles

Programmes need to show that they :

• Are inclusive

• Embed employability

• Align curriculum and assessment

• Provide appropriate student support

• Use technology appropriately

Monday, January 11, 2016 Event Name and Venue 9

Documentation

• Key documents:

– Strategic Approval Form

– Programme specification Course development

plan (at review)

– Unit outline proformas

• Programme leader is responsible for production

– But team should be involved

– Need to work closely with MMU link tutor

MMU Graduate Outcomes

On successful completion of their programme of study MMU graduates

will be able to:

• apply skills of critical analysis to real world situations

• demonstrate a high degree of professionalism*

• express ideas effectively

• develop working relationships using teamwork and leadership skills

• manage their professional development

• find, evaluate, synthesise and use information from a variety of sources

• articulate social and community contexts within their disciplinary field

Mode and Method of

Assessment

2

Methods and Delivery of

Teaching and Learning

3

Aims and

Intended

Learning

Outcomes

1

Exam, Essay, Report, Portfolio, Poster,

Reflection, Presentation, MCQs, etc

F2F Online Blended

Underlying Pedagogy

e.g. PBL, Collaborative learning,

Reflective practice, etc

Lecture, Seminar, Practical, Fieldwork,

Lab work

EQAL

Diagnostic Formative SummativeMMU ICP

assessment

Blooms

Taxonomy

Assessment Criteria

Marking

Process

Feedback

Strategy

MMU

Graduate

Outcomes

Requirements

of Prof Bodies

Employer or

Regulatory

requirements

Subject

Benchmarks

Programme

Learning

Outcomes

Constructive Alignment

at MMU

MMU

Standard

Descriptors

0%

5%

10%

15%

20%

25%

Fre

qu

en

cy o

f assig

nm

en

t ty

pe

MMU Most common assignment types 2013/14

level 4 - total number1077, 65 types

level 5 - total number1333, 71 types

level 6 - total number1606, 74 types

Blog

Poster

Workbook

Autobiography

Computer Based

Logbook

Override

Portfolio report

Programming Assignment

Programming Exercises

Website

Bibliography

Documentation

Learning Agreement

Oral-practical

Placement assessment

Analysis

Class Activity

Data Exercise

Image: h

ttp://w

ww

.ecvet-to

olk

it.eu/

Using the scenario provided write one

or two learning outcomes

Need an action verb and a context

Must be observable : ‘knowing about’ and ‘having an

awareness of’ are difficult to assess, for instance.

Activity 2: Give it a try

What’s the best way to show that

your learning outcomes have been

achieved?

Choose one assignment task. Don’t

spend too long thinking.

Choosing an assessment

How will you prepare

your students for the

assignment you’ve

chosen?

Plan the first term

Intended

Learning

Outcomes

Learning Activities Assessment

Paper Based Online

F2F Online Formative Summative Formative Summative

Explain the

concept …Lecture 1,2

Tutorial –

Intro to

Assign 1

Lecture 1,2

Overview

Hotlist

Assign 1

Practical

write-up

Exam

Self test/

Quiz

Assess the

validity of…

Lecture 4,

8

Tutorial –

Intro to

Assign 2

Lecture 8

Overview

Hotlist

Assign 2

Group

Poster

Exam

Self Test

/Quiz

11/01/2016 18

Learning, Teaching and Assessment

Matrix

Alignment

How well were your outcomes,

activities and tasks aligned?

Complete matrix

Peer review

5=close and evident alignment

1= no alignment apparent

Activity 3: using data

• Consider how much data about one

of your programmes you can find

between you (or could easily get)

• Make a list of it

• What could you do with it to enhance

the programme?

• Make a poster summarise data

findings and possible actions

15 minutes

Contact details

Rachel Forsyth, Centre for Excellence in Learning

and Teaching

@rmforsyth

r.m.forsyth@mmu.ac.uk

Slides at http://www.slideshare.net/rmforsyth/

All images © MMU