Session for programme leads at TMC 11 January

1. Programme Development
Rachel Forsyth, Centre for Excellence in Learning and
Teaching
@rmforsyth
r.m.forsyth@mmu.ac.uk
Slides at http://www.slideshare.net/rmforsyth/

2. Introductions
• Who are you?
• Why are you here?
• What do you want to
be able to do by
lunchtime?

3. Session Intended Learning Outcomes
Following this session,
you will be able to
• Plan and develop HE
programmes (to be)
validated by MMU
• Identify sources of
support at MMU

4. Activity 1: PARM
Play the PARM game
What have you learned
about PARM?
20 minutes playing, 10 minutes discussion

5. Accreditation!
• First to complete final approval wins
• You must have 3 new quality points (yellow buttons) to leave
each zone
• Cards depend on which zone you’re in
• Chance squares have their own pile of cards
• Read the cards for the other pair – if there is a decision to be
made, don’t tell them the outcomes until they’ve made the
choice
• Discard cards to bottom of pile after reading, but keep ONE
card which describes something that’s happened to you/your
team
• Ask questions about anything you don’t know
about/understand

6. Discussion
On your table, discuss the cards you’ve retained
• What impact would/did this event have on the
process?
• Does the PARM process help, hinder or simply
document responsive behaviour with respect to
curriculum design (ie being able to react to changes
in the external environment, student body, staff
changes etc)?

7. Programme Approval, Review and
Modification (PARM)
• Formal process
• QAA Quality Code
• Results in Approved
Programme Specification
• Changes must be approved
through modification process

8. PARM process
• Strategic Approval
• Documentation
• Final Approval
– Conditions
– Recommendations
• Review every six years (at
least) until
• Discontinuation

9. Programme Design Principles
Programmes need to show that they :
• Are inclusive
• Embed employability
• Align curriculum and assessment
• Provide appropriate student support
• Use technology appropriately
Monday, January 11, 2016 Event Name and Venue 9

10. Documentation
• Key documents:
– Strategic Approval Form
– Programme specification Course development
plan (at review)
– Unit outline proformas
• Programme leader is responsible for production
– But team should be involved
– Need to work closely with MMU link tutor

11. MMU Graduate Outcomes
On successful completion of their programme of study MMU graduates
will be able to:
• apply skills of critical analysis to real world situations
• demonstrate a high degree of professionalism*
• express ideas effectively
• develop working relationships using teamwork and leadership skills
• manage their professional development
• find, evaluate, synthesise and use information from a variety of sources
• articulate social and community contexts within their disciplinary field

12. Mode and Method of
Assessment
2
Methods and Delivery of
Teaching and Learning
3
Aims and
Intended
Learning
Outcomes
1
Exam, Essay, Report, Portfolio, Poster,
Reflection, Presentation, MCQs, etc
F2F Online Blended
Underlying Pedagogy
e.g. PBL, Collaborative learning,
Reflective practice, etc
Lecture, Seminar, Practical, Fieldwork,
Lab work
EQAL
Diagnostic Formative Summative
MMU ICP
assessment
Blooms
Taxonomy
Assessment Criteria
Marking
Process
Feedback
Strategy
MMU
Graduate
Outcomes
Requirements
of Prof Bodies
Employer or
Regulatory
requirements
Subject
Benchmarks
Programme
Learning
Outcomes
Constructive Alignment
at MMU
MMU
Standard
Descriptors

13. 0%
5%
10%
15%
20%
25%
Frequencyofassignmenttype
MMU Most common assignment types 2013/14
level 4 - total number
1077, 65 types
level 5 - total number
1333, 71 types
level 6 - total number
1606, 74 types

14. Blog
Poster
Workbook
Autobiography
Computer Based
Logbook
Override
Portfolio report
Programming Assignment
Programming Exercises
Website
Bibliography
Documentation
Learning Agreement
Oral-practical
Placement assessment
Analysis
Class Activity

15. Image:http://www.ecvet-toolkit.eu/
Using the scenario provided write one
or two learning outcomes
Need an action verb and a context
Must be observable : ‘knowing about’ and ‘having an
awareness of’ are difficult to assess, for instance.
Activity 2: Give it a try

16. What’s the best way to show that
your learning outcomes have been
achieved?
Choose one assignment task. Don’t
spend too long thinking.
Choosing an assessment

17. How will you prepare
your students for the
assignment you’ve
chosen?
Plan the first term

18. Intended
Learning
Outcomes
Learning Activities Assessment
Paper Based Online
F2F Online Formative Summative Formative Summative
Explain the
concept …
Lecture 1,2
Tutorial –
Intro to
Assign 1
Lecture 1,2
Overview
Hotlist
Assign 1
Practical
write-up
Exam
Self test/
Quiz
Assess the
validity of…
Lecture 4,
8
Tutorial –
Intro to
Assign 2
Lecture 8
Overview
Hotlist
Assign 2
Group
Poster
Exam
Self Test
/Quiz
11/01/2016 18
Learning, Teaching and Assessment
Matrix

20. Alignment
How well were your outcomes,
activities and tasks aligned?
Complete matrix
Peer review
5=close and evident alignment
1= no alignment apparent

21. Activity 3: using data
• Consider how much data about one
of your programmes you can find
between you (or could easily get)
• Make a list of it
• What could you do with it to enhance
the programme?
• Make a poster summarise data
findings and possible actions
15 minutes

22. Contact details
Rachel Forsyth, Centre for Excellence in Learning
and Teaching
@rmforsyth
r.m.forsyth@mmu.ac.uk
Slides at http://www.slideshare.net/rmforsyth/
All images © MMU