The aim of this assessment is two fold:
Take you through the initial steps of unit learning design by creating learning design elements that can inform either a new or change unit proposal for internal accreditation.
Promote a culture of reflective and collegial practice, including giving and receiving feedback.
Assessment Context (Scenario)
Your discipline leader has informed you that there are several current units that need to be redesigned and that they have ideas for a couple of new units. They have asked you to redesign, or design anew one of these units. Which you choose is up to you.
To ensure that you prepare a strong proposal that has the best chance of approval through the internal accreditation process, your discipline leader has insisted that you solicit feedback from colleagues throughout your (re)design process. Timelines are tight, and your discipline leader wishes to avoid delays resulting from rejected unit proposals. Thus, feedback from your colleagues will assist in formulating a quality unit proposal.
You will submit your proposal to the reviewer (Unit Coordinator) for approval. Feedback from the reviewer will then inform your preparation of a complete learning design for your chosen unit (in Assessment 2).
Your first step will be to select a new or existing unit to work with, which you will do in your first two weeks of term. Ideally, your chosen unit will be part of your staff workload allocation and be one that you are able to teach after its development.
Your Assessment 1 submission will be a collection of unit design elements as explained below using a Unit Proposal pro forma.
Provide a brief overview of the unit you have chosen and its relationship to its course/s of study. Ensure that you include: the modes of study possible with this unit (e.g. on-campus, on-campus metropolitan, distance, mixed mode); the typical student demographic (e.g. mostly school leavers or partly school leavers and mature age part-time); expected student enrolments; and teaching resources available (e.g. how many staff and their roles in delivery of the unit).
(100 – 200 words)
Rationale for Creation/Change of Unit
Explain your reasons for choosing this unit. Your thematic analysis of past student feedback for example would inform this section of your document, if you are redesigning your unit. It may include issues such as: poor student retention; not meeting accrediting authority requirements; you were allocated to teach the unit; adverse student feedback; or low percentage of student feedback etc. If this is a new unit, outline why the unit is required for the course.
(100 – 200 words)
Provide a list of your new or updated learning outcomes for your unit, including enabling objectives as covered in week 4. Your learning outcomes should be measureable; unambiguous; distinct; and scaffolded to appropriate levels of Blooms Taxonomy. You must also identify which assessment/s will test each learning outcome.
Your assessment outlines should include: weighting; type (e.g. Quiz, Exam, Viva, Report, Essay etc); and a brief description of the task. Also include a rationale that explains the design choices you have made (i.e. why you are assessing this way).
(300 – 600 words)
Your Unit Learning Outcomes should be aligned to the Course Learning Outcomes of at least one course your unit contributes to. Your assessments should also be aligned to CQU (or your institution’s) Graduate Attributes. The requirements of the Unit Alignment Section shall be completed using the given Unit Alignment pro forma and submitted as a separate file.
You are required to reflect upon the process of creating your unit design elements in Assessment 1 and write a summary based on the following leading questions.
Based on the feedback that you received from your GCTE peers, the unit co-ordinator and/or workplace colleagues, what changes or improvements did you make to your learning design? Explain how they improved your design.
Has completing this assessment task caused you to rethink the importance of learning outcomes and curriculum alignment? If so, in what way?
(300 – 600 words)
If your submission relates to a unit offered at an institution other than CQUniversity, then please include with your Assessment 1 submission, your institution’s generic skills requirements, and relevant frameworks, policies and procedures.