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Course Module Design

INTRODUCTION

This Toolbox was developed in the ISEKI-Food4 project and includes databases on soft and team working skills and competences related to future needs of the job market in the food area collected during the project, as well as guidelines to design new or existing modules (including new skills).

The first step in module design is to decide on the main aims of the module For a 10 credit ECTS module, it is advisable to have one to two main aim. This will guide the module developer in defining the structure of the module, in particular outlining the learning and assessment activities capable to ensure that the module aims are achieved. The design of each learning activity depends on defining what learning outcomes and skills outcomes can be elaborated from each aim.

A good guide would be to have one to two learning outcomes for each aim. When you have outlined the main aims and have a first draft of the learning and skills outcomes, you should be able to decide the type of course module based on the main scientific areas defined in the module aims. Prior to the development of the learning and assessment activities, the module developer should examine each learning and skills outcome and decide, based on the teaching level, at which level should they should delivery.

An introductory module would have mainly learning and skills outcomes that are introduced for the first time to the learner. Some of these might be developed further in this module. Not all learning and skills outcomes that are introduced need to be assessed. Assessment should be appropriate to the type of learning activity. A module which is a follow up to an introductory module would have some outcomes that are introduced, but would have more that are developed. Learning should be provided feedback after each activities. This could be formative or summative feedback. Formative feedback could be given for activities, such as laboratory practicals, after submission of laboratory reports. Students can benefit from feedback so that improvements can be made. Summative feedback is provided at the end of the delivery of the module, most commonly this is a final examination, a final report or an essay. Feedback on skills is commonly done using some form of peer assessment. Combining peer and self assessment would allow the learner to see if their own perception agrees with that of their peers.

The final part of module design to include a quality assurance and improvement element to assess if the learning activities that have been designed would ensure that the learning outcomes are achieved. This may be related to the actual work required to be undertaken by the learner but also other aspects such as the time of the delivery of the activity, the sequence of learning activities, the length of each activity, the type of support material provided by the instructor/trainer. Module feedback forms should be used to determine if the delivery has been successful.