1 / 12

Elements of Module & Programme Design

Elements of Module & Programme Design. Monojit Chatterji University of Dundee Associate Economics Network. Programme Design. Dynamic Programming Approach The QAA Benchmark Statement and Learning Outcomes Total Module Package and Allocation of Learning Outcomes “Need to Know” Principle.

robert
Download Presentation

Elements of Module & Programme Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Elements of Module & Programme Design Monojit Chatterji University of Dundee Associate Economics Network

  2. Programme Design • Dynamic Programming Approach • The QAA Benchmark Statement and Learning Outcomes • Total Module Package and Allocation of Learning Outcomes • “Need to Know” Principle

  3. 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

  4. Factors to consider in designing a module • Who are your Students? • Floaters or Committed, • How are they going to be motivated by choice of topics? • Options • Will students choose it? • How does it fit in with other modules, upstream and downstream? • Core Module • What other modules does it serve?

  5. Holy Trinity • Choice of Topics • Order of Topics • Delivery

  6. Choice of Topics • Tradition and Serially Correlated Errors • Completeness and Selectivity • Transferable Skills and Employers

  7. Order of Topics • Standard sequence of topics – bare necessities and extras • Enhancing Learning – competition as limit of monopolistic competition

  8. Delivery • Traditional Method • General Models followed by examples • Case Study Method • Particular details followed by analysis

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

  10. 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

  11. Making Modules Inclusive • Consult the institution’s 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

  12. Summary • Be Radical • Kill a few Sacred Cows ( Slutsky, IS-LM) • Flesh out transferable skills • Think of imaginative case studies

More Related