Programme Design

I was blind and now I see!  Having taken part in a programmatic review as an observer in 2012 and feeling totally out of my depth I now have a much clearer understanding of what goes into programme and module design and how imperative it is to get it right first time and at the same time not be blinded to continuous review and improvement.


I particularly like the paper by Roisin Donnelly and Marion Fitzmaurice from DIT where they suggested that "academic staff can begin the process not by focusing on the content of the module and how they intend to teach it, rather by focusing on the quality of learning that can be achieved by their students".

I now appreciate that modules are not developed in isolation, but within a course or programme structure, and the process is informed by the external national qualifications framework and where relevant, professional body requirements.(Donnelly R, & Fitzmaurice M, 2005) but I think in some cases, my module in particular, a greater focus must be given to the impact or emergence of technology. "Whereas technology is driving marketing in practice, it is afforded significantly less attention in both theory and education." (Harrigan P, Hulbert B 2011) 

On completion of this module, I feel confident that I can now develop a pedagogically effective module or units of learning for a Higher Education programme. Develop learning outcomes, teaching & learning strategies and assessment strategies which are congruent and aligned. I have a clearer understanding of Irish and European bodies and their frameworks.

The National Qualifications Authority of Ireland (NQAI) has established a National Framework of Qualifications in order to bring coherence to the award system and relate all education and training awards to each other. It has established clearly defined standards about the quality of awards and about what a learner can be expected to achieve for each award.

"The Framework is designed to bring about change. It introduces a new approach to the meaning of an award, that an award will recognise learning outcomes - what a person with an award knows, can do and understands - rather than time spent on a programme". (NQAI 2003) 

How this impacts on my teaching:

Event management modules and programmes at university level have gained in popularity and subsequent enrolments in the last decade (Silvers, Bowdin, O'Toole, & Nelson, 2006). They have become a popular choice for students who in the past may have enrolled in related areas such as tourism and hospitality. The events industry has also realised the importance of knowledgeable, skilled and well-trained professionals. Based on current demand, event management courses are now viewed as very desirable, with high expectations on the students' part as to where these courses will take them in their future employment. At the same time, challenges have arisen in meeting the needs of all stakeholders (Perry, Foley, & Rumf, 1996).  I hope that I will be full involved in the next programmatic review so that I may incorporate what I have learned and indeed be more vocal on what is required from industry and its stakeholders.

During my readings I came across Salman Khan on Ted Talks and found he use of videos incredibly interesting.  I use a lot of youtube, documentaries and case studies in my teaching.  

Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help

http://www.ted.com/playlists/124/ken_robinson_10_talks_on_educ.html