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Intended Learning Outcomes: students should also consider a unit of learning (e.g.
series of teaching sessions, module) that they may
By the end of the topic, students will be better able wish to design or redesign and bring documentation
to: (e.g. module outline, session plans).
1. Consider the concepts and principles that Further suggested reading will also be provided in the
underpin educational design seminar.
2. Identify and respond to the various factors ECTS credits: 5
influencing curriculum and course design UK PSF indicative mapping: A1, A2, A3, A4, A5, K1, K2,
K3, K4, K5, V1, V3, V4, V5.
3. Map key elements of a unit of learning and Word Count: 1500-2000
critically assess the relationships between Tutor: Mrs. Kate Ippolito
them
Assessment and
4. Address scheduling and implementation Feedback
issues
Aims
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, Assessment and feedback are fundamental, yet
ideally responsible for a course or a module within often under-examined, elements of the university
a course. This is necessary to form the contextual learning experience. They present a high risk activity
basis for the topic. Students must also attend both for both students and their teachers, and, as such,
seminars to complete the topic. can provoke student dissatisfaction and reluctance
towards innovation amongst teachers.
Outcome Assignment: This topic provides students with opportunity to:
Students will be asked to submit an individual • discuss challenges and possibilities in
written assignment of 1500-2000 words. This student assessment;
should present the design or re-design of a unit of
learning in the student’s own teaching context and • develop a deeper understanding to inform
state the educational rationale for the decisions the practical development of fair and
and approaches taken, supported with reference to more educationally effective, but feasible,
educational literature. approaches to assessment.
Pre-seminar reading of 2-3 papers will be made
available three weeks before the seminar. In advance,
EDU © Imperial College London 2014-15 45
Intended Learning Outcomes: students should also consider a unit of learning (e.g.
series of teaching sessions, module) that they may
By the end of the topic, students will be better able wish to design or redesign and bring documentation
to: (e.g. module outline, session plans).
1. Consider the concepts and principles that Further suggested reading will also be provided in the
underpin educational design seminar.
2. Identify and respond to the various factors ECTS credits: 5
influencing curriculum and course design UK PSF indicative mapping: A1, A2, A3, A4, A5, K1, K2,
K3, K4, K5, V1, V3, V4, V5.
3. Map key elements of a unit of learning and Word Count: 1500-2000
critically assess the relationships between Tutor: Mrs. Kate Ippolito
them
Assessment and
4. Address scheduling and implementation Feedback
issues
Aims
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, Assessment and feedback are fundamental, yet
ideally responsible for a course or a module within often under-examined, elements of the university
a course. This is necessary to form the contextual learning experience. They present a high risk activity
basis for the topic. Students must also attend both for both students and their teachers, and, as such,
seminars to complete the topic. can provoke student dissatisfaction and reluctance
towards innovation amongst teachers.
Outcome Assignment: This topic provides students with opportunity to:
Students will be asked to submit an individual • discuss challenges and possibilities in
written assignment of 1500-2000 words. This student assessment;
should present the design or re-design of a unit of
learning in the student’s own teaching context and • develop a deeper understanding to inform
state the educational rationale for the decisions the practical development of fair and
and approaches taken, supported with reference to more educationally effective, but feasible,
educational literature. approaches to assessment.
Pre-seminar reading of 2-3 papers will be made
available three weeks before the seminar. In advance,
EDU © Imperial College London 2014-15 45
