The document outlines the program design process developed by the Office of the Provost at NU. It discusses several key factors to consider when designing a program, including the international, national, institutional, and school contexts. Specifically, it notes the importance of considering accreditation requirements, strategic partners, relevant frameworks like Bologna, industry needs, and students' backgrounds. The process involves justifying the program, developing specifications addressing aims, content, teaching methods, learning outcomes, and assessment strategy. It emphasizes aligning these elements and benchmarking the program according to NU and school strategies and guidelines.
Course Planning: An Overview, Best Practices, and the Road AheadNaviance
Course Planning: An Overview, Best Practices, and the Road Ahead
Presented by Elizabeth Shuman, Beck Breetz, Catherine Brunks, Ameir Ali, and Vishal Saboo
Launching an academic programme through distance mode requires an intensive planning and pre-launch work. This presentation deliberates on these aspects.
Course Planning: An Overview, Best Practices, and the Road AheadNaviance
Course Planning: An Overview, Best Practices, and the Road Ahead
Presented by Elizabeth Shuman, Beck Breetz, Catherine Brunks, Ameir Ali, and Vishal Saboo
Launching an academic programme through distance mode requires an intensive planning and pre-launch work. This presentation deliberates on these aspects.
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.
The AUCA International Dormitory is a gathering place for the exchange of ideas and cultures. It also offers a safe and secure place for students to live and study.
This workshop provides advice on how to draft a programme specification, a systematic description of a programme or course of study in higher education.
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Factors to consider
in the Program Design Process
Program
Design
International
Context
Institutional
Context
National
Context
School
Context
4. International Context
Accreditation Requirements
• Take note of professional body requirements
• Also any statutory and/or regulatory frameworks
Strategic Partner
• Consultation on program development: advice;
benchmarking; external review
5. International context
Bologna
Process*
Bologna Cycle*
FHEQ*
ECTS*
Dublin
descriptors*
Cycle 1. Bachelor
Cycle 2. Masters
Cycle 3. Doctoral
Level 6: Bachelor
Level 7: Masters
Level 8: Doctoral
1 ECTS credit = 25-30 hours of student
workload;
1 academic year = 60 ECTS;
Bachelor Degree = 180-240 ECTS;
Masters Degree = 90-120 ECTS
(note absolute min. 60 – but not at NU);
Doctoral = ECTS not defined
Broadly define expectations for each
cycle (outcomes-based)
Learning outcomes- based
*hyperlink
6. Industry and
employers
National
frameworks and
requirements
Students’
academic and
cultural
background
Consider market needs and potential
employability in design of the
learning outcomes (e.g. state priority
qualifications list, etc.)
Consider as and where appropriate
(e.g. National General Education
Standards)
Consider cultural context and
students’ academic background in
terms of knowledge, skills, attributes
and prior learning styles.
National Context
7. NU Academic Quality
Framework
NU Teaching and
Learning Strategy
Instructional
Technology Strategy
Admissions
Regulations and
Templates
Available at
my.nu.edu.kz
See
‘Program Approval
Guidelines’
Liaise with
Undergraduate/
Graduate
Admissions Office
Use appropriate
template
Consult relevant NU
strategies and
enhancement
themes
Align programs and
courses
Resources
(Library, IT, Facilities)
Institutional Context
8. School Teaching and
Learning Strategy informs
program design
Program Director and
Program Delivery Team
develop program
Program
Justification
and
Specification
External
review
Program Approval through
the School Teaching and
Learning Committee and
Dean
Academic Quality Committee
(review & recommendation)
and Academic Council
(approval)
School Context
9. Program Specification
Define the major thrust of the program (typically 2-4).
Define specific expectations (typically 5-7) of the program and
are appropriate to the level of delivery; what students know,
and what they will be able to do, on successful completion of
the program. Use action verbs from Bloom’s taxonomy.
Benchmark the program content, contextualize it to national settings
and align with the NU Strategy and NU graduate attributes
Apply a variety of innovative teaching methods, aligned with NU
Teaching and Learning Strategy, and effective in achieving the
program aims and learning outcomes.
Develop an assessment strategy which is aligned with teaching and
learning methods and the achievement of the learning outcomes
Program
Aims
Program Content
Teaching and
Learning Methods
Assessment
Strategy
Program Learning
Outcomes
NU Strategy*
NU Graduate attributes*
School Learning and
Teaching Strategy
*hyperlink
10. • Programs and courses should contribute to the delivery of the NU graduate
attributes.
• Programs and courses should be benchmarked in terms of delivery level and
content.
• Program and course learning outcomes should be appropriate to the delivery
level, and be aligned with the graduate attributes.
• Teaching, learning and assessment methods should be aligned with course and
program learning outcomes.
• Appropriate and effective use should be made of instructional technologies
• Where possible and appropriate, research and teaching should be integrated.
• Assessment should contain both summative and formative components, and
should be criterion-referenced, valid, reliable, fair and transparent.
Summary
11. Program Design - Useful Links
Consult and employ appropriate level
descriptors
http://exchange.ac.uk/learning-and-teaching-theory-guide/levels-module-
descriptions.html
http://ecahe.eu/w/index.php/European_Qualifications_Framework#Level_5
http://www.ehea.info/Uploads/QF/Bologna_Framework_and_Certification_re
vised_29_02_08.pdf
Develop module aims http://www.seec.org.uk/wp-content/uploads/2013/seec-
files/SEEC%20Level%20Descriptors%202010.pdf
Write learning outcomes https://www.heacademy.ac.uk/sites/default/files/writing_learning_outcomes.
pdf
Develop ALIGNED assessment criteria and
methods
http://www.reading.ac.uk/engageinassessment/assessment-design/eia-
constructive-alignment-in-assessment-design.aspx
Develop an ALIGNED teaching and learning
strategy to enable students to reach
learning outcomes and assessment criteria
https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_te
aching_for_constructing_learning.pdf
Claus Brabrand (2006): ‘Teaching Teaching & Understanding Understanding’ -
19-minute award-winning short-film on Constructive Alignment
http://www.daimi.au.dk/~brabrand/short-film
