Elements of Module/Unit Design

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Elements of Module/Unit Design

• Rebecca Taylor
• Head of Department, Nottingham Trent
  UniversityAssociate Director, Economics Network

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Factors to consider in designing a module

• Learning objectives subject-specific and generic
  knowledge
• Assessment
• Module delivery
• References
• Be specific about what you want students to learn
• How it maps on to other courses
• Staffing
• Methods by which learning objectives will be
  achieved
• Option
• Will students choose it?
• How does it fit in with other modules?
• Background of students
• Resources (books, etc.)
• Is there a previous course to build on?
• How long?
• Balance of lectures, seminars, workshops, etc.
• How to give feedback to students
• Dont overload with material be selective

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QAA Benchmarks

• Modules/Units should
• Provide in depth knowledge of economics
• Enable students to apply their knowledge
• Encourage critical, evaluative and strategic ways
  of thinking
• Recognise the importance of the industry
  education relationship
• Link learning to future employment opportunities

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Transferable Skills

• Greater emphasis on lifelong learning, widening
  participation, etc.
• Key skills now an essential feature in the design
  of both programmes and modules/units
• Links learning to employment
• Need to create a full skills package across
  programmesso need to consider how skills
  learned/practised in one module contribute to the
  full student learning experience

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As part of aProgramme of Study

• How does this module contribute to the overall
  student learning experience?
• What knowledge, understanding and skills are
  required in order for a student to take this
  module/unit?
• What forms of teaching, learning and assessment
  will be most appropriate?
• For student learning?
• For the overall course package?

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Module Plan

• Module/Unit rationale
• Aims and objectives of module/unit
• Contribution to constructive alignment
• Aims and objectives
• Methods of assessment
• Teaching methods
• Content

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Resources

• What teaching resources are available?
• How can these resources best be used?

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Student Support

• Support available for student learning
• Library provision
• Online access to journals/databases
• Use of VLE
• Staff time
• Computer facilities

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Progress and Feedback

• How will you track student progress?
• Assessment
• Feedback
• Seminars/Tutorials
• How will you track student feedback?
• Informal via students
• Formal via evaluation forms
• Staff Student consultative committees

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Making Modules Inclusive

• Need to recognise the needs of students with
  differing abilities
• Delivery of material lectures and seminars
• Seminar/tutorial activities
• Assessment
• Feedback

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Making Modules Inclusive

• Consult the institutions disability officer
• Consider alternative ways for students to
  demonstrate competence in relation to module
  objectives
• Being prepared for all situations makes a session
  more inclusive from the outset