Programme / Course level current design is complex and should not be rushed. Here I will outline my overarching approach to this.

Having supported numerous Course teams through this process in various subject areas over the years, I have consistently drawn upon Biggs’ constructive alignment model which has underpinned my approach to this work and in my experience transcends disciplines.

Based on a three year undergraduate programme my advice to programme teams is to progress in this order:

1: programme aims and learning outcomes developed (informed by subject benchmarks / PSRB / employers etc) 2: final year modules developed (learning outcomes first then assessments & learning activities) — these modules should be informed by and aligned to the programme aims and LOs 3: second year modules developed (learning outcomes first then assessments & learning activities) — these modules should ensure students are prepared well enough to be successful in the final year (thereby informed by and aligned to the final year modules).

University College Dublin have an excellent resource explaining Constructuvr Alignment: www.ucdoer.ie/index.php…

    Simon Thomson (Digisim)

    Written by

    A Flipped Academic • Head of Digital Pedagogy • National Teaching Fellow • Senior Fellow of Higher Education Academy • ADE • 4E Developer http://blog.digis.im

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