Page 45 - EDU_Programme_Handbook_2015

PG CERT ULT
Prior to the topic deadline, students will be required
to submit a draft of their assignment to Blackboard.
Students will participate in online peer feedback, to
provide and receive comments on draft plans.
ECTS credits: 5
UKPSF indicative mapping: A1, A2, A3, A4, A5, K1, K3,
K4, K6, V1, V2, V3
Word count: 1500-2000
Tutor: Dr Huw Rees
Educational Design
Aims
This topic provides students with the opportunity
to deepen their understanding of the inter-related
elements of educational design and to develop
practical strategies for designing well-structured units
of learning (e.g. series of sessions – lecture, lab,
tutorial or whole module). The topic represents five
ECTS worth of study.
The topic is designed to enable students to:
• become more insightful about the links
between learning, teaching, assessment and
evaluation in curriculum design in general;
• reflect on the design of a specific unit of
learning from their teaching;
• benefit from constructive feedback about
designing for learning from colleagues.
Teaching Methods
This topic is taught through an initial face-to-face
seminar, followed by a practical educational design
task related to their teaching. A second face-to-face
seminar will provide opportunity for students to
discuss and receive feedback on this task. These
learning activities, in combination with directed
reading and self-study should prepare students to
complete a written assignment on the design or
re-design of a unit of learning from their teaching.
This will be submitted for formative assessment and
feedback.
Intended Learning Outcomes:
By the end of the topic students will be better able to:
1. Consider the concepts and principles that
underpin educational design.
2. Identify and respond to the various factors
influencing curriculum and course design.
3. Map key elements of a unit of learning and
critically assess the relationships between
them.
4. Address scheduling and implementation
issues.
5. Plan an evaluation strategy to support on-
going educational re-design.
6. Evaluate their own and others’ approaches to
educational design.
Requirements
Students must be involved in multi-session teaching,
ideally responsible for a programme or a module
within a programme. This is necessary to form the
contextual basis for the topic. Students must also
attend both seminars to complete the topic.
Outcome Assignment:
Students will be asked to submit an individual
written assignment of 1500-2000 words. This
EDU © Imperial College London 2015-16 43