DISTANCE LEARNING. Course Approval and Review: A Checklist for Course Development Teams

Transcription

1 DISTANCE LEARNING Course Approval and Review: A Checklist for Course Development Teams University of Portsmouth Version 2.4, November 2000

2 This document is an adjunct to the University of Portsmouth Code of Practice for the Delivery of Distance Learning Courses and Units. The content of it is a distillation of that document and the QAA s Guidelines on the Quality Assurance of Distance Learning (QAA 1999). The principal purpose of this checklist is to assist in the writing of Course Approval Documentation, including Programme Specifications and Unit Descriptors. This document should be read (and completed) in conjunction with those referred to above. The completed checklist should be submitted with other completed Course Approval Documentation, to assist the Course Approval Panel in their deliberations. The checklist covers the same areas as the University of Portsmouth Code of Practice and the QAA Guidelines (QAA 1999) and is organised into six sections: SYSTEM DESIGN PROGRAMME DESIGN, APPROVAL AND REVIEW MANAGEMENT OF PROGRAMME DELIVERY STUDENT DEVELOPMENT AND SUPPORT STUDENT COMMUNICATION AND REPRESENTATION STUDENT ASSESSMENT NOTE Authors of Course Approval Documents may, of course, include matters not covered in these guidelines. Not all items in the checklist are relevant to every proposal; reference to good practice already in the University would be welcome. Distance Learning Page 2 of 8

3 GUIDELINE 1: SYSTEM DESIGN The development of an integrated approach Does the documentation contain a statement outlining the educational and pedagogical rationale for introducing / using a Distance Learning mode of study? Is there evidence included in the documents that the teaching media we have identified for use suit the needs of our target students? Does the documentation contain a statement indicating that our selected teaching media offer students sufficient variety to suit different learning styles? Does the documentation contain a reference to any programme of study, having the same content but using a different mode of delivery? And, if so, is there a statement indicating whether, and how, policy for assuring quality and standards will need to be changed? Does the proposal adequately address the provision of suitable policies and administrative processes in order to accommodate Distance Learning programmes of study and Distant Students? Does the programme design intend that local (i.e. outside the University of Portsmouth area) administrative support be provided? If so, does the documentation contain a statement outlining the extent or planned arrangements most appropriate to our requirements, and which take into account the needs of our projected students, and the environment in which we shall be offering the programme of study? Does the documentation (or associated documentation) include sufficient detail of the projections on costs and income? Does the documentation include realistic estimates of the amount of staff time needed: To support the delivery of a programme? To keep learning materials current? To enhance programmes of study in the light of feedback? Is there documentation which shows that financial plans take fully into account the direct and indirect costs of technical support staff, the production and distribution of learning resources and all costs realistically associated with implementing any hardware and software required to administer a Distance Learning programme? Does the documentation contain a statement indicating who is responsible for reviewing and evaluating financial performance against initial financial plans under the system for Distance Learning? When is this review to be undertaken? What alternative options can be considered and decisions reached in the light of the review? Distance Learning Page 3 of 8

4 GUIDELINE 2: The establishment of Academic Standards and Quality in PROGRAMME DESIGN, APPROVAL AND REVIEW Procedures. Does the documentation contain a statement making clear the programme s academic and intellectual currency? Does the documentation contain a statement that the provided learning materials are sufficient for students to achieve the learning outcomes specified? Are details provided of the contribution to the programme of study to be made by specifically prepared self-study learning materials: Already available learning resources (including the Internet)? Locally accessible resources (e.g. local library)? Local face-to-face teaching from travelling teachers and / or local tutors? Teaching by correspondence or electronically mediated student group activities? Are details of previously developed good practice embedded in the approval documentation? Does the programme intend to support the students achievement of the learning objectives / outcomes by residential or non-residential group study schools? If so, are details included in the documentation? Does the proposed programme make use of problem-based learning related to students own employment? If so, is the attached Unit Descriptor clear in its outline of the details of delivery, etc.? Does the documentation contain a statement indicating what support materials will be provided to those involved away from our own Institution in organising and conducting teaching, student group activities and on the conduct of formative and summative assessment? Does the documentation contain a statement dealing with the applicability of copyright requirements? Are there any legal restrictions (e.g. requirement to seek approval / registration through such a body as the Hong Kong Non Local Courses Registry)? If so, does the documentation adequately address such matters? Are any other restriction, e.g. on the use of certain materials or on their transmission in a given medium (e.g. can video cassettes be dispatched to a particular country without prior clearance) addressed in this documentation? Does the documentation contain details of the profile of prospective students? Where an existing programme of study, offered within the Institution, is to be delivered through Distance Learning, do plans take into full account the differences in skills, knowledge, experience, situation and culture of the projected Distance Learners from those studying the programme within the Institution, while, at the same time, maintaining equivalence of academic standards between the two programmes of study? In Programme Specifications and Unit Descriptors, are the Aims and learning outcomes stated in a way that will be clear to students and will they assist in the achievement of them? In cases where it is anticipated that there will be an overseas provision, does the documentation contain details of what language is to be used in the programme of study and what proficiency will projected students need to have in that language? Distance Learning Page 4 of 8

5 (Continued). GUIDELINE 2: The establishment of Academic Standards and Quality in PROGRAMME DESIGN, APPROVAL AND REVIEW Procedures. If a language other than English is to be used, what protocols will govern any necessary translations? Does the Course documentation and / or Unit Descriptors contain clear indications of: How Students learning will be paced and structure? How Students are to be encouraged to be active learners? How opportunities for Students to use self-assessment and to obtain formative feedback allowing them to monitor their own progress are embedded into the programme? Where Students are projected to be individual, isolated learners, what plans exist or are in development to ensure that information, instructions and guidance are sufficiently full, explicit and clear? In the situations in which Students may study at a considerable distance, are details given of local technical support we can assume will be available to those Students who experience difficulties in setting up or maintaining essential equipment? Have our assumptions been tested? Does the documentation include details of plans to assess, against realistic norms, the student workload involved in studying the programme or module? Does the documentation indicate how learning materials are arranged so that they are directed to the stated learning objectives? Is there a statement in the documentation indicating the criteria and processes to be used in assessing the suitability of the teaching strategy, the content, structure and production standard of learning materials, the media of communication employed and other learning support to meet module and programme objectives? Is there a statement in the documentation indicating what arrangements are in place or planned to review, and, if necessary re-approve the quality of learning resources regardless of the method used in their delivery, and, against what criteria such an assessment will be made? (For example, academic currency, pedagogic effectiveness, relationship to stated learning outcomes, reflection of house style, legibility, production standards, etc.) Distance Learning Page 5 of 8

6 GUIDELINE 3: The Assurance of Quality and Standards in the MANAGEMENT OF PROGRAMME DELIVERY Does the documentation contain details of the stated criteria for use in the selection of any local agent? And of: The level of experience and expertise do we require of any local tutor? For example, subject knowledge, knowledge of local culture, higher education teaching experience, experience of similar academic programmes and of delivery at a distance? Planned staff development for such appointees? For example, on the aims and design of the programme of study, the characteristics of students studying at a distance and the management and delivery of the programme? What, if any, variations to our admission requirements for Institution-centred provision are we permitting to attest to a Student s ability to cope with the demands of the Distance Learning programme of study? Is there a statement to that effect in the course documentation? Does the documentation, including Unit Descriptors, contain details of identified and stated standards of performance for specified tasks? If there is an anticipated variation from the criterion for determining the period within which action is to be taken in responding to Student queries and in returning Student assignments, is this indicated in the documentation? Are details given of the steps being taken or planned, and by whom, to encourage Students to form face-to-face self-help groups or Student remote networks? Are plans in-hand or do they exist to use programme-based computer conferencing / discussion (chat rooms)? Does the documentation contain a statement about who will be responsible for monitoring computer conferencing against a Code of Conduct for participants? Does the documentation contain statements on: How continuing staff development for any local agents or tutors will be handled? What continuing staff development are we giving to travelling teachers, particularly those overseas, to enhance their teaching effectiveness in unfamiliar environments and where Students may be studying in a language other than their first language? What access will Students have to travelling teachers between sessions? Are details provided of: What records are kept of telephone, and other communications with local agents, tutors and Students? From whom, in what form and how frequently Students will learn of their performance and progress? How do we set down clear and explicit information about the resolution of difficulties requiring urgent attention in the Distance Learning system? How are these to be reported? Where and how are Students informed about the processes of programme and module monitoring and review and have we explained to them how these relate to the Institution s overall processes of Quality Assurance? Distance Learning Page 6 of 8

7 GUIDELINE 4: STUDENT DEVELOPMENT AND SUPPORT Does the documentation contain details of any orientation, support, advice or assistance provided to Students initially in order to prepare them for self-direction in their studies and for the management of their learning? Is detail in the documentation which details information (to be) given to Students indicating a named person to contact where they have general questions concerning their programme of study or questions on problems studying at a distance in higher education? Does the documentation outline: What help, counselling, or advisory services we make available to Students for them to consult at their discretion? How do we respond to Students who indicate they are having difficulties with their studies? What, if any, facilities and support services, beyond those forming an integral part of a Student s particular programme of study, are we providing to create a learning environment? How do we handle Students applications for deferments of their programmes within the limits of what the Regulations allow? And, how do we evaluate applications that involve checking the validity of circumstances that make applications for special treatment permissible? Is vocational and career guidance to be given to Students? If so, does the documentation contain details of its delivery? GUIDELINE 5: STUDENT COMMUNICATION AND REPRESENTATION Does the documentation include an outline of the content of a Student Course Handbook which contains information about the Institution and its organisation in a form that is comprehensible to them and allows them to understand the Institutional context for their responsibilities and entitlement? Does the course programme include attendance at residential seminars or schools? What steps will be taken to make clear to Students prior to registration any requirement to attend and / or the timing and costs of any such residential seminars? Does the course documentation include a statement about how Students will be made fully aware of the existence and functions of learning support procedures? Does the documentation contain information about how: Student opinion on units and the course is to be obtained? How Boards of Studies are to be organised? How Student attendance at Boards of Studies will be ensure? Where there are also campus-based Students, how do we arrange the representation of Students at a distance in relation to that for campus Students? Distance Learning Page 7 of 8

8 GUIDELINE 6: STUDENT ASSESSMENT In the Course Approval documentation, the Programme Specification and the Unit Descriptors, are there statements or indicators that: The forms of summative assessment planned for use test effectively whether Students have achieved the expected learning outcomes of the programme of study? The rules, instructions and documentation applying to the assessment of summative course-work and the conduct of examinations, to take account of different expectations and a different educational culture in the place where the programme of study is to be offered and where it is to be assessed? Steps will be taken to verify Students claims for additional time in submitting course work, or for special circumstances to be taken into consideration in assessing course work or examination performance? Training that will be given if necessary to any local agent and local tutor (and to Students and / or their representatives) on the rules, procedures, conventions and practices relating to the summative assessment of course-work and to examinations? Does the documentation indicate the relationship between formative assessment and summative assessment? Where Students course-work is to be marked by local tutors, is information provided about what arrangements have been made or are planned to coordinate, monitor and moderate the marking and marking standards? Does the documentation include discussion about the proportion of summative assessment, to be conducted under controlled conditions to safeguard the security of judgements about the Quality of Students performance? Does the documentation include discussion of the processes to be employed in controlling plagiarism? Where local examination script markers are used, does the documentation include details of the procedures instituted for their approval, briefing and training, and for monitoring, moderating and standardising marking? Distance Learning Page 8 of 8