Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018

1. Programme design
Tony Mays
2018

2. Terminology
• Curriculum = everything that impacts teaching, learning and
assessment: product, process, praxis and hence organic
• Qualification = what is gained at the end e.g. BEd
• Programme = learning pathway to a qualification e.g. BEd ECD,
FP, IP, SP & FET
• Course = cluster of related modules e.g. first year course, core
course
• Module = smallest unique credit-bearing component e.g. EDS
101 Education Studies, 12 credits, NQF Level 5
• Unit = a self-contained unit of learning within a module e.g.
Unit 1: What does it mean to be a teacher? 1 credit.
• Credit: 1 credit = 10 notional learning hours

3. Curriculum
analysis:
disciplinary
expectations;
student needs;
employer
expectations;
professional
bodies;
regulatory
authorities …
• integrity
• deglutition
• inconsistent
• satiety
• arrived
• I
• state
• at
• have
• a
• of
• with
• dietic
• ?
• gastronomical
• admonishes
• fact
• me
• to
• the
• that
• my

4. Curriculum design and
development
• How do we get from disparate content to a learning
programme?
• NQF: unit standards or whole qualifications?
• What we say to each other
• My gastronomical satiety admonishes me to
the fact that I have arrived at a state of
deglutition inconsistent with dietic integrity
• What we say to students
• I have eaten too much
• Different discourses – academic, regulatory, teaching
and learning, each with their own conventions, but
all requiring coherence for understanding.

5. Activity 1: 15 mins
• Develop some suggested responses to the following key
questions:
1. What is the purpose of your programme and what are its
exit level outcomes?
2. How does each constituent module contribute to the
achievement of the programme as a whole?
3. What do we assume about what students already know
and can do prior to entering the programme?
4. How will we know that the intended exit level outcomes
have been achieved?
5. How will we provide ongoing support throughout the
learning process for a diverse student body?

6. Coherent design
• Nadeosa (Welch & Reed, 2005)
1. Programmes are flexible and designed with national needs as
well as the needs of prospective learners and employers in
mind; their form and structure encourage access and are
responsive to changing environments; learning and
assessment methods are appropriate to the purpose and
outcomes of the programmes. Cf also Unesco guidelines
2. The course curriculum is well-researched, with aims and
learning outcomes appropriate to the level of study; content,
teaching and learning and assessment methods facilitate the
achievement of the aims and learning outcomes; there is an
identified process of development and evaluation of courses.
3. The content, assessment, and teaching and learning
approaches in the course materials support the aims and
learning outcomes; the materials are accessibly presented;
they teach in a coherent way that engages the learners; there
is an identified process of development and evaluation of
course materials; and
4. Assessment is an essential feature of the teaching and
learning process, is properly managed, and meets the
requirements of accreditation bodies and employers.
Programme
Courses/modules
Content/materials
Assessment

7. A
D
C
B
Fully Offline
Internet Supported
Internet Dependent
Fully Online
Campus-based Hybrid / Blended Remote
E
Digitally Supported
Mode of Delivery in a changing context (Saide, 2013)Off-line--><-----------Online----------->

8. Process 2:
Marquard’s
(2013)
Technology
Stack

9. It’s not just
about
technology …
Roles and responsibilities of lecturers and
learners;
Mode of delivery;
Redevelopment of materials;
Learner considerations;
Academic staff capacity building;
Extended support team and deployment
environment …

10. … it’s about pedagogy
Amory, Bialobrzeska
& Welch, 2018

11. Activity 2: 15 mins
• Revisit your ideas from Activity 1
• Choose 1 outcome
• What will students need to do to
demonstrate they have achieved this
outcome?
• What technology and/or support will
be needed by learners and their
teachers?
• See example …

12. Learners solve problems that involve whole numbers,
percentages and decimal fractions in financial
contexts
Introductory Developmental Consolidating
Doing 1: Solve problems
involving whole numbers
Doing 2: Solve problems
involving whole numbers and
percentages
Doing 3: Solve problems
involving whole numbers,
percentages and decimal
fractions
Knowing 1:
-- profit, loss and discount
-- budgets
-- accounts
-- loans
Knowing 2:
-- profit, loss, discount and VAT
-- budgets
-- accounts
-- loans
-- simple interest
-- hire purchase
-- exchange rates
Knowing 3:
-- profit, loss, discount and VAT
-- budgets
-- accounts
-- loans
-- simple interest
-- hire purchase
-- exchange rates
-- commission
-- rentals
-- compound interest
Being 1: Willing to practise till
mastery in simple contexts
Being 2: Willing to practise till
mastery in complicated
contexts
Being 3: Willing to practise till
mastery in complex contexts

13. Learners solve problems that involve whole numbers,
percentages and decimal fractions in financial
contexts
Introductory Developmental Consolidating
Prepare a budget based on pocket
money/part-time work.
Check the accuracy and realism of
another learner’s budget.
From a furniture advertisement,
work out the cost of paying cash or
on terms for item of furniture.
Check the accuracy of another’s
calculations.
Work out the cost of a short term
loan of R1000 that compounds
monthly at 10% per month, if you
borrow the money for six months.
Check the accuracy of another’s
calculations.
Performance Indicator 1
e.g. a budget is prepared that is
accurate and can be explained
Performance Indicator 2
e.g. the total payment through
terms is correctly calculated
Performance Indicator 3
e.g. the total repayment is
correctly calculated
Resources:
Squared paper with columns
drawn in.
Resources:
Copies of advertisements from
furniture stores
Resources:
Advertisements for short term
loans e.g. wonga.com
G7/8 G7/8/9 G7/8/9
Guidelines and examples
Training and support: teachers, HoDs, principals, governors/parents, district officials
Budget for resources …

14. Activity 2: 15 mins
• Revisit your ideas from Activity 1
• Choose 1 outcome
• What will students need to do to
demonstrate they have achieved this
outcome?
• What technology and/or support will
be needed by learners and their
teachers?
• See example …

15. Activity 3: Test: 5 mins + 5 mins
Test
Read the following passage and then answer the questions.
Some socklings were mipping cleds into a bild. Unstrengly, the bild had a
wantle in it and caddled into twerds,
pumperdinking all the socklings. Wantled bilds
often caddle.
(a) Who were mipping cleds into a bild?
(b) What happened while the socklings were mippng cleds?
(c) Why did the bild caddle?
(d) What happened to the socklings when the bild caddled?
Source: McDonald and Burroughs. Eager to talk, read and learn.

16. Programme design: perspectives and
processes
Programme, module, materials

17. Programme elements
Requirements of
the job
National
policies
Target qualifications
and accreditation
Contextual
research
Approach to teaching
and learning
Key purpose and
outcomes
Content and skills
emphases
External moderation,
Staff or external agencies
Technologies
Assessment strategy
Teaching and learning
methods
Course materials
,
Group activities
Independent study
Work-based activities
Individual support &
tutoring
Formative and
summative
Feedback to
students
Recording and
reporting
© SAIDE 2003
Target audience: needs and profiles
Learning environment
Internal monitoring/moderation
(CHE, 2014, p. 17)

18. Open-ended
optional
Elective
Core
Fundamental
Mays, 2016 (adapted from
SAQA, 2005)
Programme phases

19. Learning that is fit for purpose but also
coherent …
Independent
learning
Collaborative
learning
Cooperative
learning
Practical
learning
WIL
Mays, 2016

20. Defining roles and assumptions
I teach
accounting
I teach
people
I help people learn
accounting
See also: https://www.saica.co.za/LearnersStudents/Thuthuka.aspx
Mays, 2016

21. (Thijs & van den Akker, 2009, p. 15)
Curriculum process

22. Thinking holistically
Elements of learning package
Elements of
programme/course/module
Text-based
Assessment
Non text-
based
Learning
package
Learner
support
Learners
Mays, 2016

23. Source:
http://www.google.co.za/imgres?hl=en&sa=X&biw=910&bih=444&tbm=isch&prmd=imvnsbl&tbni
d=FU2AUu0mAnl7QM:&imgrefurl=http://edudemic.com/2012/07/tracking-mobile-
learning/&docid=nwMnk8ObxLK-uM&imgurl=http://edudemic.com/wp-
content/uploads/2012/07/mobile-learning-in-grass.jpg&w=425&h=282&ei=o4B6ULPTNsqp0QW-
roGoCw&zoom=1&iact=hc&vpx=442&vpy=71&dur=141&hovh=184&hovw=276&tx=141&ty=134&
sig=116789909719794859620&page=6&tbnh=139&tbnw=205&start=56&ndsp=12&ved=1t:429,r:
Learning pathways … ICT and autonomy

24. A question of prioritising?
• … in the context of open and distance education, teaching (i.e. the production
of learning materials) tends to take precedence over learning and student
support … by planning learner support as an integral part of a teaching and
learning programme, rather than an afterthought which can be excised when
times get difficult, institutions can demonstrate a recognition of the link
between income generation and learner support. Mills (2003: 102- 104)
• Actually true in EVERY context – even full-time learners are typically involved in
self-study 70% of the time

25. Learner support options
Same place Different place
Same time e.g.
lecture/tutorial/practical
contact session f2f,
compulsory residential
school (implications of
non-attendance?)
e.g. decentralised video-,
skype- or tele-
conferencing; synchronous
online discussion fora/
virtual conferences
Different time e.g. physical resource
centre (access to PCs,
videos of above … think
about hours of operation)
e.g. etutoring; teaching
practice; asynchronous/
semi-synchronous
discussion fora and social
media

26. Student
enquires
Student
applies Student readiness is
assessed
Student receives
pre-registration
orientation and
counselling
Student registers:
Receives:
Study package
Information about support
Student is prepared for learning:
Introduction to College
Literacies training and
development
Student learns :
Individual learning
Facilitated learning
Social learning
Learning through formative
assessment
Workplace learning
Summative assessment
takes place
Remedial action for
students who have
failed but may write
supplementary
examination
Marketing and
communication
THE LEARNING JOURNEY
Graduation
Unisa 2007:
Student Walk
(Louw, 2007)

27. Convergence in technology supported
provision
Teaching
presence
Social
presence
Cognitive
presence
Selecting
content
Setting
climate
Supporting
discourse
Learning
experience
Source: Anderson, T. & Elloumi, F.
(2004:275)

28. Model for Online Learning
© Anderson (2008, pg 61)

29. Activity 4: 10 mins
• Revisit your initial ideas from activities 1 and 2.
• Where can you improve?
• On what basis did you make this decision?

30. Programme Accreditation Criteria (CHE L, 2016; CHE SA, 2004; CHE SA,
2014)
Candidacy phase: Criteria for programme input (1-9)
Criteria Areas
1. Goals & objectives of programme 2.1
2. Financing of programme 2.2
3. Programme design and development 2.3
4. Student recruitment, admission and selection
Admission policy 2.8
5. Staffing – qualifications, experience, research, staff development 2.7
6. Staffing – size, procedures for selection, full-time & part-time,
admin/academic 2.7
7. Teaching & Learning Strategy 2.4
8. Internal quality assurance plan or system 2.5

31. SA CHE Programme Accreditation
Criteria (CHE, L, 2016; CHE, 2004; CHE,
2014)
Candidacy phase: Criteria for programme input (1-9 cont’d.)
Criteria Areas
9. Student assessment policies & procedures
Assessment of learner attainment 2.9
Student support structures 2.10
10. Infrastructure & library resources/
Physical resources and infrastructure 2.6
11. Programme administrative services
12. Postgraduate policies, regulations & procedures
13. Research and innovation 2.11

32. And what is
expected of
different
levels of a
qualification
…?
NQF Level Content (knowing) Activity (doing) Autonomy (being)
10
e.g. PhD
Theoretical calculus
(creating content)
Write and publish an
article in a peer-
reviewed high impact
journal.
Work alone or lead
team of researchers.
9
e.g. Masters
Theoretical calculus
(critiquing content)
Write and publish an
article in a peer-
reviewed in-house
journal.
Receive feedback
from or co-publish
with supervisor.
8
e.g. Honours or
PGDip/Cert
Advanced calculus
(mastering content)
Critique two articles
proposing competing
solutions to the same
problem
Scaffolded support in
peer groups and from
tutor
7
e.g. AdvDip or
Bdegree
Integral calculus
(mastering content)
Summarise key ideas
from a few articles
and note any
differences for
discussion
Scaffolded support in
student-led peer
groups and from
tutor in plenary
6
e.g. Diploma
Differential calculus
(mastering content)
Analyse and
summarise several
articles selected by
the lecturer
Scaffolded support in
peer groups and from
tutor in small group
tutorials
5
Certificate
Revision and
extension of
understanding of
variables and rates of
change illustrated
graphically
Analyse and
summarise an article
selected by the
lecturer in response
to guiding questions
Scaffolded support in
peer groups and from
tutor in small group
and 1-1 tutorials
Level 4 Exit level of schooling

33. Underpinning
questions for
ALL
programmes
What is the programme?
What are the intended learning outcomes and graduate attributes?
Why is the programme needed?
How does the programme align with institutional vision and mission?
What are the modules/courses that make up the programme?
How is the programme designed for coherence and fitness for purpose?
How does the programme fit into a learning and/or career pathway?
What is the mix of teaching and learning strategies and why is this considered optimal for the
purpose and target audience?
What is the assessment strategy and why is this considered optimal for the purpose and target
audience?
What learning and teaching support services are available to staff and students?
What is the enrolment plan from year 1 to suggested optimum?
Who is involved in offering the programme (roles/qualifications/experience/number/time)?
What are the programme’s internal and external quality assurance strategies? (Mays, 2016)

34. Additional
questions for
ODeL
What is the strategy for ensuring access to quality
learning resources?
What is the strategy for decentralised learning
support?
What is the strategy for decentralised assessment?
What is the strategy to ensure equivalent quality of
provision across diverse learning contexts (including
cross border where applicable)?
Mays (2016)

35. Activity 5: Institutional
reflection (10 mins)
• What must institutions put in place to
support quality programme design for
approval, accreditation and
registration?

36. Institutional responsibility
• Resources
• policies, systems, processes, people, physical infrastructure, ICT infrastructure
• time to design, develop, review, improve
• Roles
• disciplinary expertise, learning design expertise, media expertise, LMS expertise
• market analysis, costing, project management, QA
• teacher, tutor, assessor, support: personal, academic, administrative, SNE
• Registration
• Internal: department, faculty, senate
• External: approval (2), accreditation, registration

37. Returning to where we started …
The whole is greater than the sum of its parts, Aristotle

38. API 733
NMQ 734
NMQ 735
CDV 781
EDS 733
PFO 733
CDD 733
Key:
1.1 EDS 733
Philosophy and social
imperatives of
education
1.2 NMQ 734
Educational research
methodology
2.1 CDD 733
Curriculum
development
2.2 API 733
Assessment
approaches and
instruments
3.1 NMQ 735
Research proposal
3.2 Elective x 7
4.1 CDV 781
Research report
4.2 PFO 733
Professional
development
So we need
structure and
openness …

39. Activity 6: Develop a
diagrammatic overview
(15 mins)

40. ICT for
teachers
L6
Communicative
competence for
teachers
L5 x3
Critical
Reasoning
L6
TP2
L6
4 wks asst
TP1
L6
4 wks obs
Inclusive
Education
Approaches
L7
Curriculum
Studies
L7
Child
Development
0-18 L6
Teacher
As Manager
L6
TP3
L7
6 wks guided
TP4
L7
6 wks indpt
Environmental
Education*
L7
Social Contexts in
Education
L6
SA
Education
System
L7
Theoretical
Frameworks
& IKS
L6
Becoming a
Teacher
L6
Assessment
L7
Content
Sub-Major
L6
Content
Sub-Major
L6
Content
Sub-Major
L6
Content
Sub-Major
L6 Content
Sub-Major
L6
Content
Sub-Major
L5
Content
Sub-Major
L5
Content Sub-
Major
L6
Teaching Sports
L6
Content Major
SP Method
L7
Content Major
FET Method
L7
Content
Sub-Major
SP Method
L7
Content
Major
L7
Content
Major
L7
Content
Major
L7
Content
Major
L7
Content
Major
L6
Content
Major
L6
Content
Major
L6
Content
Major
L6
Content
Major
L5
Content
Major
L5
Being a
professional
teacher (Sig)
L5
BEd SP/FET Unisa discussion 2013
Acknowledgment: Prof McKay
Key change:
provision for majors
both in education
and in one non-
education discipline
2 disciplines,
3 teaching
subjects
Full
academic
major for
SP/FET
teaching;
96c for SP
only teaching
Key core
modules –
addressing
the questions
what is the
purpose and
nature of
formal
education and
how do
people learn?
* Or Religious Education …

41. Activity 7: 15 mins
• Develop an overview of the curriculum for target students that explains the
purpose, the outcomes/objectives, the story line of the programme and
the rationale for this, how the programme relates to practice, how much
time will be needed, the minimum and maximum study time, the support
that will be available, the assessment strategy (and the progression
requirements).

42. Why enrol for this this Diploma?
• Welcome to this Diploma in Education. Completing
the Diploma will provide you with qualified teacher
status but more importantly will help you to reflect
upon your experience and to become an even more
effective teacher. The programme employs a blend
of methods and media so that you can learn and
teach at the same time.

43. How will the Diploma
help you?
• By the end of this Diploma you will be better able to:
• Motivate your own belief in the value of
teachers and teaching
• Identify, use and justify a wider range of
teaching methods informed by learner and
learning needs
• Reflect on and improve your practice in a
continuous way.

44. How much time will
you need?
• The programme is designed to be completed over 2
years.
• However, some students may take up to 4 years to
complete.
• You will need to spend about 800 hours a year on
the programme, that is about 80 hours a month over
a 10-month period.

45. What will we do?
• The programme is divided into eight semesters.
• The first semester involves … It will help you to …
• The second semester extends this to include …
• In the third semester we will …

46. How will you be assessed?
You will complete two
assignments per module
that reflect your
mastery of both content
and related practice.
You will complete a
summative assessment
at the end of each
module.
You will also develop a
portfolio of evidence of
your teaching practice
over the course of the
programme.

47. How will you be
supported?
• We will meet once a fortnight at your
local study centre:
• to discuss your progress and any
problems
• to provide feedback on assignments
• to share examples of good practice.

48. What does the programme timeline look like?
1. Register
Month 0
2. Contact session
orientation
including to
portfolio
Month 1a
3. Independent
study x 3 modules
Month 1b
4. Independent
study and
assignment 1 x 3
Month 2a, b
Discussions built
around example
videos/artifacts of
practice
8. Summative
session and final
exams x 3
Month 6 a, b
Process repeats in
Semesters 2 to 4.
7. Contact session -
consolidation and
feedback on ass 2 x
3 and portfolio
Month 5 a, b
6. Study and
assignment 2 x 3
Month 4 a, b
Discussions built
around example
videos/artifacts /
micro teaching of
practice
5. Contact session -
maintenance and
feedback on ass 1
x3 and portfolio
Month 3a, b

49. Developing a programme
Requirements of
the job
National
policies
Target qualifications
and accreditation
Contextual
research
Approach to teaching
and learning
Key purpose and
outcomes
Content and skills
emphases
External moderation,
Staff or external agencies
Technologies
Assessment strategy
Teaching and learning
methods
Course materials
,
Group activities
Independent study
Work-based activities
Individual support &
tutoring
Formative and
summative
Feedback to
students
Recording and
reporting
© SAIDE 2003
Target audience: needs and profiles
Learning environment
Internal monitoring/moderation
(CHE, 2014, p. 17)

50. Bibliography and references
Amory, A., Bialobrzeska, M. & Welch. T. (2018). Learning designing for multiple modes of provision: the Zambian Community School Teacher Development Programme. Journal of Distance Education, 39(2), in press.
Anderson, T. (2008). The Theory and Practice of Online Learning (2nd Ed). Athabasca University Press.
Anderson, T. & Elloumi, F. (Eds). (2004). Theory and Practice of Online Learning. Athabasca: Athabasca University.
Cleveland-Innes, M. F., & Garrison, D. R. (Eds). (2010). An Introduction to Distance Education: Understanding Teaching and Learning in a New Era. Routledge: New York and London.
Council on Higher Education (CHE). (2004). Criteria for programme accreditation, Higher Education Quality Committee, November 2004. Pretoria: CHE.
Council on Higher Education (CHE). (2014). Distance higher education programmes in a digital era: Good practice guide. Pretoria: CHE.
Council on Higher Education (CHE). (2016). Schedule 1: Minimum programme accreditation standards 2014 for Higher education Institutions in Lesotho. Maseru: CHE.
Department of Higher Education and Training (DHET). (2011a). Draft Policy Framework for the Provision of Distance Education in South African Universities. Pretoria: DHET.
Department of Higher Education and Training (DHET). (2011b). Green Paper for Post-School Education and Training. Pretoria: DHET.
Louw, H. A. (2007). Open and Distance Learning at Unisa. Pretoria: Unisa.
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Mays, T. (2016). Designing and developing programmes in open, distance and e-learning. Progressio, 38(2), 132-150.
Mills, R. (2003). The Centrality of Learner Support in Open and Distance Learning: A Paradigm Shift in Thinking in Tait, A. and R. Mills, Eds. 2003. Rethinking Learner Support in Distance Education: Change and Continuity in an International Context. London: RoutledgeFalmer.
Moll, I. (2003). What is a Learning-Centred Learning Centre? Key Questions for Distance Education. Johannesburg: South African Institute for Distance Education (Saide).
Moore, M. G. & Kearsley, G. (1996). Distance Education: A Systems View. USA: Wadsworth.
Prinsloo, P. (2009). Discussion Document: Modelling throughput at Unisa: The key to the successful implementation of ODL. Unisa: DISA/DCLD.
South African Qualifications Authority (SAQA). (2005a). Developing learning programmes for NQF-registered qualifications and unit standards: A step-by-step guide. Pretoria: SAQA.
Subotzky, G. & Prinsloo, P. (2011). Enhancing student success in ODL: Unisa’s integrated student success and support frameworks and strategies. Presentation at Nadeosa conference, 30 August 2011.
Thijs, A., & van den Akker, J. (2009). Curriculum in development. Enschede, the Netherlands: Netherlands Institute for Curriculum Development (SLO).
Welch, T. & Reed, Y. (Eds). (2005). Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Johannesburg: NADEOSA.

51. Adapted from: Mays, T. (2014). Curriculum design. Johannesburg: Saide.
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