Module Design in University Courses

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Advice on module design for new lecturers, from an event run by the Economics Network of the Higher Education Academy

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  • Welcome and introduction to centre staff New initiative supporting learning and teaching in higher education economics
  • Module Design in University Courses

    1. 1. Elements of Module & Programme Design Monojit Chatterji University of Dundee Associate Economics Network
    2. 2. Programme Design <ul><li>Dynamic Programming Approach </li></ul><ul><li>The QAA Benchmark Statement and Learning Outcomes </li></ul><ul><li>Total Module Package and Allocation of Learning Outcomes </li></ul><ul><li>“Need to Know” Principle </li></ul>
    3. 3. QAA Benchmarks <ul><li>Modules/Units should: </li></ul><ul><ul><li>Provide in depth knowledge of economics </li></ul></ul><ul><ul><li>Enable students to apply their knowledge </li></ul></ul><ul><ul><li>Encourage critical, evaluative and strategic ways of thinking </li></ul></ul><ul><ul><li>Recognise the importance of the industry –education relationship </li></ul></ul><ul><ul><li>Link learning to future employment opportunities </li></ul></ul>
    4. 4. Factors to consider in designing a module <ul><li>Who are your Students? </li></ul><ul><ul><li>Floaters or Committed, </li></ul></ul><ul><ul><li>How are they going to be motivated by choice of topics? </li></ul></ul><ul><li>Options </li></ul><ul><ul><li>Will students choose it? </li></ul></ul><ul><ul><li>How does it fit in with other modules, upstream and downstream? </li></ul></ul><ul><li>Core Module </li></ul><ul><ul><li>What other modules does it serve? </li></ul></ul>
    5. 5. Holy Trinity <ul><li>Choice of Topics </li></ul><ul><li>Order of Topics </li></ul><ul><li>Delivery </li></ul>
    6. 6. Choice of Topics <ul><ul><li>Tradition and Serially Correlated Errors </li></ul></ul><ul><ul><li>Completeness and Selectivity </li></ul></ul><ul><ul><li>Transferable Skills and Employers </li></ul></ul>
    7. 7. Order of Topics <ul><ul><li>Standard sequence of topics – bare necessities and extras </li></ul></ul><ul><ul><li>Enhancing Learning – competition as limit of monopolistic competition </li></ul></ul>
    8. 8. Delivery <ul><li>Traditional Method </li></ul><ul><ul><li>General Models followed by examples </li></ul></ul><ul><li>Case Study Method </li></ul><ul><ul><li>Particular details followed by analysis </li></ul></ul>
    9. 9. Student Support <ul><li>Support available for student learning </li></ul><ul><ul><li>Library provision </li></ul></ul><ul><ul><li>Online access to journals/databases </li></ul></ul><ul><ul><li>Use of VLE </li></ul></ul><ul><ul><li>Staff time </li></ul></ul><ul><ul><li>Computer facilities </li></ul></ul>
    10. 10. Progress and Feedback <ul><li>How will you track student progress? </li></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Feedback </li></ul></ul><ul><ul><li>Seminars/Tutorials </li></ul></ul><ul><li>How will you track student feedback? </li></ul><ul><ul><li>Informal via students </li></ul></ul><ul><ul><li>Formal via evaluation forms </li></ul></ul><ul><ul><li>Staff – Student consultative committees </li></ul></ul>
    11. 11. Making Modules Inclusive <ul><li>Consult the institution’s disability officer </li></ul><ul><li>Consider alternative ways for students to demonstrate competence in relation to module objectives </li></ul><ul><li>Being prepared for all situations makes a session more inclusive from the outset </li></ul>
    12. 12. Summary <ul><li>Be Radical </li></ul><ul><li>Kill a few Sacred Cows ( Slutsky, IS-LM) </li></ul><ul><li>Flesh out transferable skills </li></ul><ul><li>Think of imaginative case studies </li></ul>

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