UTL40200 Designing Curricula

Academic Year 2022/2023

The purpose of this module is facilitate lecturers playing a more leading role in curriculum design. This module explores approaches to the design of engaging, creative, and inclusive modules and programmes. It introduces learners to new ideas, recent research and international trends to inform innovative design. It explores different strategies for the sequencing of teaching and learning activities and the development of programme coherence.Learners experience design design thinking processes in workshops as a way of encouraging their use in curriculum design .The module is taught fully online with synchronistic and asynchronistic learning activities.

For any UTL award you may only take 1 of the following curriculum design modules
a) Designing modules and programmes for engaging and effective learning
b) Problem-based learning
c) Embedding research in Teaching

Show/hide contentOpenClose All

Curricular information is subject to change

Learning Outcomes:

On completion of this module students should be able to:

1. Critically review existing modules to identify areas for change.
2. Design creative and inclusive modules and programmes using research-informed approaches to practice.
3. Apply new curriculum ideas to the design of modules and programmes.
4. Create new modules and programmes using design thinking processes.
5. Evaluate your modules and programmes for coherence and effectiveness.

Indicative Module Content:

Needs Analysis. Defining Curriculum Challenge. Models of curriculum design. Curriculum evaluation

Design: Module Design, Programme Design, Models of Curriculum Design, Problem-based learning Design Thinking Processes, Curriculum Alignment.
Coherence: Strategies for coherence and sequencing, Integrative Learning, Universal Design,
Curriculum ideas: Threshold concepts, Research-led teaching.

Student Effort Hours: 
Student Effort Type Hours
Seminar (or Webinar)

15
Practical

40
Specified Learning Activities

103
Autonomous Student Learning

30
Total

188
Approaches to Teaching and Learning:
Active Learning; Group Work; Blended Learning.
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
:
-

Incompatibles:
UTL40210 - Problem-based learning

Additional Information:
none


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Project: Students complete a curriculum project relevant to their teaching context. Coursework (End of Trimester) n/a Pass/Fail Grade Scale No

100

Carry forward of passed components
No
 
Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students will first formatively peer review the plan of their project in pairs. Secondly they will formatively peer review a draft paper in pairs. Thirdly the module coordinator will give written feedback post summative assessmentassessment

Name Role
Ms Leone Gately Lecturer / Co-Lecturer
Mr David Jennings Lecturer / Co-Lecturer
Assoc Professor Geraldine O'Neill Lecturer / Co-Lecturer
Dr Lisa Padden Lecturer / Co-Lecturer
Dr Leigh Wolf Lecturer / Co-Lecturer