Module (re)design booklet 2017 1.0 1

Centre for Learning and Teaching

Module (re)design: creating, reviewing and revising modules

Written by Dr Adrian Chown with Dr Fiona Handley

Module (re)design booklet 2017 2

Table of Contents

Table of Contents............................................................................................................................ 2

Introduction to the Design Process ................................................................................................. 3

Level descriptors, modules and credits ....................................................................................... 4

The Curriculum Design Framework ............................................................................................. 5

Our suggestions for supporting your (re)design work................................................................... 6

Module Planning ............................................................................................................................. 7

The principle of Constructive Alignment ...................................................................................... 7

Module Aims and Intended Learning Outcomes .......................................................................... 7

Level descriptors ......................................................................................................................... 8

Bloom’s taxonomy of educational goals ....................................................................................... 9

Scheduled contact hours ........................................................................................................... 10

Some useful verbs to use in writing learning outcomes ............................................................. 12

Inclusive Curricula ........................................................................................................................ 14

Moving from 10 to 20 Credit Modules ............................................................................................ 15

Useful links ................................................................................................................................... 16

Module (re)design booklet 2017 3

Introduction to the Design Process

Module (re)design booklet 2017 1.0 4

Centre for Learning and Teaching

Level descriptors, modules and credits 1

Higher education study in England and Wales is divided into 5 levels.

Level 4

Level 5 Honours degree (BA or BSc)

Level 6

Level 7 Master’s degree (some first degrees for the professions include level 7 or ‘M’

level study, e.g. the MPharmacy and MEngineering degrees)

Level 8 Doctoral degree (PhD or professional doctorate)

Almost all degree programmes are divided into modules and each module is allocated to a

particular level of study.

Modules have a credit value

1 credit = 10 hours of student ‘effort’ required to successfully complete the module.

A 10 credit module requires 100 hours of student effort.

Modules usually have a value of 10, 20, 30 or 40 credits,

Master’s dissertation/research project modules are usually 60 credits - MRes degrees 90

credits

UG Students are usually required to accrue 120 credits at each level of study before they

progress to the next level – a BA/BSc Hons degree = 360 credits

For each level of study there is a generic level descriptor, which describes the level of complexity,

relative demand and autonomy expected of a learner on completion of a module or programme of

learning. Level descriptors provide a hierarchy of knowledge and skills.

1 This section includes text adapted from: Credit Level Descriptors for Higher Education, SEEC, 2010, p3

Module (re)design booklet 2017 5

The Curriculum Design Framework

The Framework applies to all undergraduate modules at the University of Brighton, apart from in

BSMS, or where they contradict a PSRB requirement.

The Principles and Themes

Principles

Practical Wisdom

A curriculum structured for learning

Research- and enquiry-led learning

Staff and students working in partnership

Inclusivity

Themes

Blended learning

Employability

Sustainability

The principles and themes are embedded in courses through course, module, learning activity and

assessment design. The principle of ‘A curriculum structured for learning’ has particular

requirements that may impact on module design. These are:

Module structure

All modules should have a minimum credit value of 20 credits.

All modules should have a maximum of 6 learning outcomes per module (for all module

sizes), with the norm being 3-6 learning outcomes.

Scheduled contact hours should be calibrated by level based on comparator courses at

peer institutions, whilst acknowledging the University of Brighton’s guidelines of 40-50

hours for a 20 credit module at level 4.

Assessment structure

20 credit modules should have 1-2 summative assessment tasks. This is scalable for

higher credit values.

20 credit modules should have at least 1 formative assessment task. This is scalable for

higher credit values.

Students should have the opportunity to choose tasks from an appropriate field of different but equivalent assessment task types at least once during each level of study. These assessment options should be offered through core modules, but can additionally be offered through optional modules to increase opportunities for assessment optionality,

where appropriate.

Assessment task equivalences should be based on University parameters and be

consistent within courses.

Module (re)design booklet 2017 6

Activity 1

Identify and articulate in concrete detail the distinctiveness of your

module (e.g. the role of research, particular professional expertise or

experience, a particular emphasis, external relationships)

Our suggestions for supporting your (re)design work

You may find it helpful to use some of the following to help inform the (re)design of your module:

relevant NSS data

External Examiner reports

AAHR data and comments, including Pass, Retention and Progression rates

PSRB reviews if applicable

Student evaluation comments

Articulate for yourselves:

who your students are, how you view them and how, in concrete terms, this will be reflected in the module

what you want a graduate of your course to know and be able to do – then identify in concrete terms how the module enables you to achieve this

Identify and articulate the distinctiveness of your module (e.g. the role of research, particular

professional expertise or experience, a particular emphasis, external relationships) – be sure you

can identify this in concrete detail

Consider the balance of taught time and independent study – and how you make best use of face-

to-face time, especially through the use of on-line materials

If you are revising a module, clearly and succinctly summarise how and why you have changed the

module as a result of your review

Use your curriculum development work as the basis of a submission for Fellowship or Senior

Fellowship under the UoB/HEA PRD scheme

Module (re)design booklet 2017 7

Module Planning

The principle of Constructive Alignment

Constructive Alignment (Biggs, 1999) is one of the most influential ideas in higher education. Together with Bloom’s taxonomy (pp8-9) it informs the current requirements for programme specification, and the definition of Intended Learning Outcomes (ILOs) and assessment criteria.

Constructive alignment: is based on two assumptions:

1 What students learn is strongly influenced by the activities they engage in (students construct meaning from the activities they engage in to learn)

2 The curriculum should be designed so that the teaching and learning activities, and assessment tasks are consistent with (aligned with) the outcomes students are expected to achieve from their participation in the course

Figure 1. Aligning learning outcomes, learning and teaching activities and the assessment. Adapted from Biggs(1999) p 27

The principle of constructive alignment requires that teaching on the module is clearly related to

the mode of assessment for the module. Students need to understand how the assessment

task(s) will require them to demonstrate what they have learned from the various activities they

engage in during the module.

Module Aims and Intended Learning Outcomes

Writing Aims and Intended Learning Outcomes

Aims are general

ILOs are specific

Learning and

teaching

activities

designed to

enable

achievement of

ILOs

Before

During

After

f2f activities

Assessment

methods

& Criteria

designed to

assess

achievement of

ILOs

Aims

& Intended

Learning

Outcomes

What we intend

students to learn

Module (re)design booklet 2017 8

Aims are general statements of the overall goals or intentions of the module. Usually, articulating

1- 3 broad purposes for a single module helps to ensure an appropriate level of detail.

Intended learning outcomes (ILOs) tell students what the module is designed to enable them to

do - and what behaviour they will be required to demonstrate for assessment purposes. (To

achieve a pass mark in the module, they must normally demonstrate achievement of all the ILOs.)

Outcomes usually refer to one or more of Bloom’s three domains of learning: knowledge, skills and

attitudes (see below). To achieve an appropriate level of detail it is usual to identify 3-6 outcomes

for a 20 credit module.

Level descriptors

Level descriptors are said to ensure that the expectations and outcomes of HE study are

consistent and transparent to the benefit of all parties: academics, employers, professional bodies

and learners. The QAA descriptors 2 define the expectations of awards. The more detailed SEEC

credit level descriptors describe the characteristics and context of learning expected at each

level, which helps in the specification of specific learning outcomes and assessment criteria

2 The Framework for higher education qualifications in England, Wales and Northern Ireland, QAA, 2008

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Bloom’s taxonomy of educational goals

In the 1950s, Benjamin Bloom led a group of educational psychologists in a project to classify

levels of intellectual behaviour important in learning, or "the goals of the educational process". This

produced a taxonomy including three overlapping

domains 3 :

Their description of the cognitive and affective domains directly informs many of the principles of

course design currently adopted in UK higher education, especially:

the provision of Level descriptors

the identification of Aims and Intended Learning Outcomes.

The Cognitive domain relates to knowledge and thinking. We will examine this in more detail in a

moment. The Affective domain (e.g., Krathwhol, Bloom & Masia, 1964) domain relates to

emotions, attitudes, appreciations, and values. Examples include: awareness, interest, attention,

concern, responsibility, ability to listen and respond in interactions with others, reflexivity,

criticality, commitment to accuracy

Bloom gave relatively little attention to the Psycho-motor domain.

3 see Anderson & Krathwohl, 2001; Bloom & Krathwhol, 1956, Gronlund, 1970

PSYCHO-MOTOR

(Skills)

COGNITIVE

(Knowledge)

AFFECTIVE

(emotions, attitudes, values)

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Bloom’s taxonomy suggests that we can distinguish

between 6 cognitive operations (thought processes or

mental operations). These form a hierarchy – i.e. in order

to understand you must first remember, and to apply you

must remember and understand.

Figure 2 Bloom’s New Taxonomy4

Scheduled contact hours

Under the Curriculum Design Framework, it is important to consider the number of scheduled

contact hours for modules and courses. The starting point for this is to consider current contact

hours for each level of a course in comparasion with those for comparator courses at peer

institutions, which are available via the Unistats website. The University has some guidelines which

can be of help in the decision making around contact hours, although these are indicative, of 40-50

hours for a 20 credit module at level 4. It is expected that each course will consider the contact

hours for each module on the basis on marketing to prospective students, disciplinary teaching

practice and concepts of contact time, and resourcing, with the University guidelines used as a

context to this.

What do you want students to be able to do by the end of the module?

Intended Learning Outcomes should:

be written in the future tense (“by the end of the module you (students) will be able to…”)

identify important learning requirements

be achievable and assessable

use clear language easily understood by students

use active verbs that spell out what students will be able to do.

Although we expect students to know and understand things as the outcome of their learning, we

are advised to describe what students will be able to do if they do know or have understood – such

as 'state', 'explain', 'list', 'describe' ‘apply’. Words like this describe behaviour that students can

demonstrate and we can therefore assess.

4 see Krathwohl 2002

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Activity 2

To identify your Aims and Intended Learning Outcomes we suggest you carry out the following

steps:

1 Consider the context in which the module occurs:

what is the module’s role within the Programme/Course?

are there opportunities to relate the module to the CDI’s Principles or Themes?

how does this module relate to other modules (preceding, concurrent, succeeding)?

what prior learning are we assuming or requiring?

2 Note the main topics, themes or content the module needs to include

3 Use the Level descriptor to identify:

the priority domains in relation to the content

the appropriate level of expectation

4 Use Bloom’s taxonomy to identify the Cognitive ‘operations’ (related to the ‘content’)

that you want students to be able to carry out by the end of the module

(You’ll need to consider your starting point in the taxonomy – i.e. are you assuming the students

are already able to carry out certain lower level operations?)

5 Decide if there are important aspects of Bloom’s Affective and Psycho-motor

domains that you want students to be able demonstrate by the end of the module

(The Affective domain relates to attitudes, values, principles, appreciations and emotions; the

Psycho-motor to ‘physical’ abilities and skills)

6 Decide the main purpose(s) of the module and write this/these simply and clearly as the

module aims

Aims tell students the overall goal(s) of the module. They answer the question: What is the

purpose of this module? Usually, there will be 1- 3 broad aims for a 20 credit module

7 Use your notes from steps 1-5 to begin drafting the module ILOs

For Undergraduate modules there is a maximum of 6 learning outcomes, with the norm

being 3-6. ILOs tell students:

what the module is designed to enable them to learn (to know and be able to do)

the behaviour they will be required to demonstrate for assessment purposes.

We suggest that when writing Aims and ILOs you take the ‘target’ students as the audience of your

writing, not colleagues or external examiners. This will encourage you to use language the

students will understand.

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In 2017 a new section will be added to the NSS:

Learning opportunities

5 my course has provided me with opportunities to explore ideas or concepts in-depth

6 my course has provided me with opportunities to bring ideas and information together from

different topics

7 my course has provided me with opportunities to apply what I have learnt

You may find it helpful to think about the extent to which your module includes the kinds of

opportunity referred to here.

You also need to ensure that the module is consistent with the requirements of the Curriculum

Design Framework requirements regarding module structure and assessment.

Some useful verbs to use in writing learning outcomes

knowledge: (to be aware of and remember something)

define, describe, identify, label, list, name, outline, reproduce, recall, select, state, present, extract,

organise, recount, write, recognise, measure, underline, relate, match, record.

comprehension: to understand something (organise facts in such a way as to make sense of

them)

interpret, translate, estimate, justify, comprehend, clarify, defend, distinguish, explain, generalise,

exemplify, infer, predict, rewrite, summarise, discuss, perform, report, present, indicate, find,

represent, formulate, contrast, classify, express, compare, recognise, account, select.

application: apply knowledge and comprehension to a problem or situation

apply, solve, demonstrate, change, compute, manipulate, use, employ, modify, operate, predict,

produce, relate, show, select, choose, assess, operate, illustrate, verify.

analysis: to divide something into its constituent parts and examine the relationship between the

parts (analyse information into its constituent elements and their relative values)

recognise, distinguish between, analyse, break down, differentiate, identify, illustrate how, infer,

outline, point out, relate, select, separate, divide, compare, contrast, justify, resolve, examine,

conclude, criticise, question, diagnose, categorise, elucidate.

synthesis: put together information in new or original ways, produce a unique or original plan (to

combine objects or ideas into a complex whole)

arrange, assemble, organise, plan, prepare, design, formulate, construct, propose, present,

explain, modify, reconstruct, relate, re-organise, revise, write, summarise, account for, report, alter,

argue, order, select, manage, generalise, derive, synthesise, enlarge, suggest.

evaluation: to judge or assess the worth of something (make critical judgements)

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Activity 3

judge, evaluate, assess, discriminate, appraise, conclude, compare, contrast, criticise, justify,

defend, rate, determine, choose, value, question, measure.

Note also: creativity

originate, image, begin, design, invent, initiate, state, create, pattern, elaborate, develop, devise,

generate, engender

Edited extract from: How to design world-class modules (quickly and efficiently)

And how to get them approved (with the minimum of fuss). Professor Raphael Salkie, School of

Languages, February 2003. We’re grateful to Raf for permission to use this work

When you are ready, explain the following to a colleague:

1 The relevant contextual factors and how you have taken account of these - including the

Curriculum Design Framework

2 The main purpose(s) of the module and how this is represented in the aim(s)

3 How the ILOs articulate the main things you want students to know and be able to do in

relation to the topic and the level:

knowledge and cognitive operations/thought processes - do the ILOs clearly indicate the

key ideas, information, concepts, theories, principles, procedures, processes you want

students to know and what you want students to be able to do with them?

affective aspects - values, beliefs, attitudes, expectations, standards, principles,

appreciations and emotions

skills or abilities

4 Why the ILOs are consistent with the level of study

5 How the module exemplifies the way you want students of your subject to think and behave

6 The assumptions you are making about what the students already know/can do

7 How you anticipate the ILOs will be assessed

8 The kinds of teaching and learning activities you anticipate the module will involve how

these relate to the ILOs

Do you need to redraft your ILOs?

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Inclusive Curricula 5

As participation in HE widens, students have increasingly diverse cultural backgrounds and

approaches to learning, as well as different physical and mental health conditions. The principle of

Inclusive Curricula requires us to ensure that the design and content of our courses, especially our

teaching and assessment strategies, take full account of this diversity.

The following questions are designed to help us review our curricula and ensure they are inclusive.

1 What kind of ‘culture’ is embodied in our curriculum – that is, what goals, values, beliefs,

attitudes, expectations, standards, activities, roles and relationships does it involve? When and

how do we explain these to students, and induct them into this culture?

2 How does our curriculum consider, value and build on students’ prior learning and

experiences? Are expectations relating to experience, ‘prior’ knowledge and learning made explicit,

particularly in the early stages of the course, to enable all students to participate fully?

3 How accessible are our print, audio-visual and online resources for a diverse group of

students, including students with special requirements?

4 Do the texts, on-line materials and case studies in our subject reflect and extend the

diversity of experience and cultural values of our students? Are there particular groups who might

find their own perspectives marginalised or even invisible in the current 'core' knowledge base?

5 Where appropriate, do we offer students a choice of assessment formats within modules as

well as across the programme? As part of the CDI, for undergraduate courses, students should

have the opportunity to choose tasks from an appropriate filed of different but equivalent

assessment task types at least once during each level of study. These assessment options should

be offered through core modules but can additionally be offered through optional modules to

increase opportunities for assessment optionality. Are assessment briefs and assessment criteria

reviewed with students to ensure they all understand what is expected of them? How do we

ensure that feedback is designed (both in language and mode of delivery) to enable all students to

understand how to improve their performance?

5 Based on work done by Debbie Gibberd and Pauline Ridley

Module (re)design booklet 2017 15

Moving from 10 to 20 Credit Modules

As part of the Curriculum Design Framework, there is a minimum module size of 20 credits for

undergraduate modules. Modules larger than this do not have to be in multiples of 20.

The learning outcomes and content from modules which are smaller than 20 credits need to be re-

considered and reorganised as part of aligning to the Framework. There may be some instances

where, for instance, two 10 credit modules can be brought together in a straightforward way to

create a 20 credit module. However, simply joining together two modules in this way often doesn’t

work. This will probably be for reasons of learning outcomes and content, but may also be because

modules are shared between different courses, or because they are distinct option units.

Reintegrating 10 credit module content into 20 credits may therefore involve reorganising content

across more than just two modules to create a pedagogically viable suite of modules at that level.

If this is the case, then it may mean that the whole level needs to be redesigned, and can be an

opportunity for a substantial re-consideration of learning outcomes, teaching practice, learning

activities, and assessment.

Ideas to help in reorganising 10 credit module might involve:

Creating a ‘specialist topic’ type module that covers content that can be quickly updated such as staff research or current disciplinary issues

Creating online resources that could allow students to access content at their own time and pace, allowing more flexibility of delivery and combination possibilities with other subjects

Developing chunks of learning around particular topics that students reflect on and find connections between as their assessment

Module (re)design booklet 2017 16

Useful links

Biggs’ own explanation of Constructive Alignment : shorter version

https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_teaching_for_constructi

ng_learning.pdf

Biggs’ own explanation of Constructive Alignment: longer version

https://www.heacademy.ac.uk/sites/default/files/biggs-aligning-teaching-and-assessment.pdf

HEA pages relating to module design

https://www.heacademy.ac.uk/search/site/module%20design

First 5 case-studies are entitled:

1. Reflections on Designing a Biology/Humanities Interdisciplinary Module

2. A Hands-on Project-based Mechanical Engineering Design Module Focusing on

Sustainability

3. Practice makes perfect: Improving success rates in a Database Design module

4. A Module Designed with Chaos and Complexity in Mind

5. Evaluating the effectiveness of a first year module designed to improve student

engagement

HEA’sTransforming assessment in higher education toolkit

https://www.heacademy.ac.uk/enhancement/toolkits/transforming-assessment-higher-education-

toolkit

HEA says:

“This toolkit complements the strategic direction set out in The Higher Education Academy’s (HEA)

Framework for transforming assessment in higher education and offers tools for reflection and

planning to help you embed the framework into policy and practice. Through this toolkit you can:

Explore pedagogic research, teaching resources and case studies to inform your practice,

including ideas and tips for getting started

Hear from colleagues in the sector, for example through audio-visual material and HEA

blog posts

Are you looking for resources relating to transforming assessment within the context of your

subject area? This toolkit also collates HEA resources through the lens of the discipline clusters:

Arts and Humanities

Health and Social Care

Social Sciences

STEM

Keep a look out for new material as we will be developing and adding to this toolkit over time. You

can also use the Knowledge Hub to keep up-to-date with the latest news stories in this area.”

Framework for transforming assessment in higher education

Module (re)design booklet 2017 17

The HEA believes that it is time to significantly re-think assessment policy and practice, drawing on

a wide body of scholarship and data to inform such changes. Transforming assessment requires

attention to the following areas of focus:

innovative assessments that are challenging, realistic, meaningful and promotes student

learning;

feedback practices that are integral to assessment and enable dialogue between students

and with staff;

self-assessment and peer assessment utilised within the curriculum to facilitate autonomy,

reflection, evaluation, and collaborative working”

These areas are underpinned by, and developed with attention to, a set of tenets for transforming

assessment”

QAA subject benchmarks

http://www.qaa.ac.uk/assuring-standards-and-quality

Use search bar to find your subject benchmarks

SEEC Level Descriptors

http://www.seec.org.uk/wp-content/uploads/2016/07/SEEC-descriptors-2016.pdf

References for Bloom’s taxonomy

Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A

Revision of Bloom's Taxonomy of Educational Objectives. New York, Longman.

Bloom, B. S. and Krathwohl, D.R (1956) Taxonomy of Educational Objectives: The Classification

of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive

Domain. New York: Longman, Green.

Gronlund, N. E. (1970). Stating Behavioral Objectives for Classroom Instruction. New York:

Macmillan.

Harrow, A. (1972) A Taxonomy of the Psychomotor Domain. A guide for Developing Behavioral

Objectives. New York, McKay.

Krathwohl, D. R.; Bloom, B. S., and Masia. B. M. (1964). Taxonomy of Educational Objectives: The

Classification of Educational Goals. Handbook II: Affective Domain, New York, David McKay Co.,

Inc

Web Resources

For more about Bloom and his work on taxonomies, see:

http://www.coe.uga.edu/epltt/bloom.htm

http://en.wikipedia.org/wiki/Benjamin_Bloom