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Module Leaders

This page outlines the recommended process and timeline for the development work taking place during the summer months, in preparation for September delivery. It includes downloadable tools for use by Module Leaders (MLs).

First stage

In the first stage in the indicative timeline for the development of digitally enabled programmes, MLs work closely with each other and the PL to establish a programme study map and an assessment and feedback schedule. 

In this phase of curriculum review and planning there is a focus on ensuring the programme learning outcomes are met, viewing the timetable of synchronous events across modules, managing student workload and reviewing assessment points. Assessment points are reviewed to ensure that they are staggered and, where possible, that they are reduced in number.

Module Leaders looking at a laptop

Second stage

In the second stage in the indicative timeline for the development of digitally enabled programmes, MLs lead on the development of a student study plan for each module. The student study plan is for use by students (and the module teaching team) and it can be shared with students as part of the module handbook.

The student study plan describes the pattern and allocation of time for synchronous learning events and for guided self-study throughout the module; it also charts assessment points and assessment preparation time. 

It is worth noting that all large class teaching (e.g. lectures) will be online and that online teaching will be timetabled for synchronous delivery and interaction wherever possible. Supplementary materials for guided self-study should be made available in addition to scheduled teaching events.

“Remember two things: 1) Keep it simple, but do it well. 2) Ensure everything we do is inclusive and accessible for all students.”

Professor Anne-Marie Kilday, Pro-Vice Chancellor Student and Staff Experience

Key features of a digitally-enabled programme

All programmes and modules are expected to demonstrate the four key features of a digitally enabled programme: coherence; community; consistency; and choice. Designing curricula with these features top-of-mind will ensure they are accessible and inclusive for all learners and deliver a high-quality student experience.

The module level requirements checklist summarises the expected key ways that MLs are asked to assure that the four features of digitally enabled programmes are explicit and embedded within their module(s). Many modules will already have many of the checklist elements in place. They have been drawn from the literature and from experience at Brookes of ‘what works’ to create an inclusive and accessible programme and a sense of student belonging. Use the requirements checklist from the start to plan and develop your module.

 
Inclusive and accessible digitally enabled programme diagram showing 4 key features: coherence, community, consistency, choice


You can find out more about elements in the requirements checklist by referring to the how-to guides (currently in development) developed by colleagues across Brookes to support you with your planning and delivery for next academic year.