Online Learning Guide for Course Development Guidance and procedures for the development and monitoring of online / distance provision at London Met Version: 1 Date: November 2015
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Online Learning Guide for Course Development Guidance and procedures for the development and monitoring of online / distance provision at London Met Version: 1 Date: November 2015
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Contents
1. Introduction .............................................................................................................................................. 3
2. Technical provision for the delivery of online learning .............................................................. 4
3. Proposing an online course............................................................................................................... 6
4. Course design ..................................................................................................................................... 10
5. Key documentation: course specifications and module descriptors ................................... 16
6. Validation of online courses ............................................................................................................ 17
7. Registry processes and practical arrangements for courses delivered entirely online .. 24
8. Quality Assurance and Monitoring ................................................................................................ 25
Appendix 1 ..................................................................................................................................................... 27
BUSINESS CASE - New course proposal ............................................................................................ 27
Appendix 2 ..................................................................................................................................................... 40
Course Specification template ................................................................................................................ 40
Appendix 3 ..................................................................................................................................................... 53
Module Specification template ................................................................................................................ 53
Appendix 4 ..................................................................................................................................................... 58
Online Learning Working Group (OLWG) 2013-14 ............................................................................. 58
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1. Introduction 1.1. This guide has been developed by the Online Learning Working Group (OLWG) of the
University Undergraduate & Postgraduate Committee (UGPGC). It addresses the development and delivery of teaching, learning and assessment activities for distance learning students who are studying fully online. The guide seeks to draw attention to the distinctive characteristics of a fully online course (as opposed to a campus-based programme which makes use of Weblearn to support face-to-face activities), touching on programme design, validation, delivery and the support offered to tutors and students.
1.2. The guide has been designed to guide staff who are considering the development of a new distance learning programme, helping to inform the planning and scoping tasks for the course in preparation for the validation process. It will also be useful to distance learning programme teams, helping them monitor the management and delivery of their programme as they get it up and running.
1.3. The resource offers guidance to distance learning programme leaders in the following areas:
Proposing an online course: how to use the ABC form to produce and
effective Business Case for an online course Course design: issues to consider, with links to guidance and best
practice Key documentation: module and course specification templates with
guidance for online course teams Validation of online courses: extract from the Quality Manual
explaining the process for validation of an online course Registry processes for courses delivered entirely online Quality Assurance and monitoring: guidance on best practice in QA
and QE for online courses Please see Appendix X for examples
1.4. The Online Learning Working Group will operate as a standing group to scrutinise the
effectiveness of framework and to report back to UGPGC at the end of the academic period 2014/15, and thereafter as part of the University’s preparations for the QAA’s Higher Education Review in 2016/17.
1.5. Acknowledgements
1.5.1. The OLWG has benefitted from being able to draw on many sources of information and best
practice, including:
Working Group original members (see Appendix 4)
University’s ELearning Strategy http://metranet.londonmet.ac.uk/celt/celt-elearning/celt-elearning_home.cfm
Toolkit for Harnessing Quality Assurance Processes for Technology Enhanced Learning (JISC) http://qaqe-sig.net/wp-content/uploads/2011/03/Toolkit_version_2011_9_3.pdf
Enhancing Curriculum Design with Technology (JISC) http://www.webarchive.org.uk/wayback/archive/20140614050453/http://www.jisc.ac.uk/sites/default/files/enhancing-curriculum-design.pdf
University of York Quality Framework for Distance Learning Programmes https://vle.york.ac.uk/bbcswebdav/institution/Distance%20Learning%20Forum/Quality%20Framework%20Website/DLF_Home.html
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2. Technical provision for the delivery of online learning
2.1. For enabling online and digital learning, teaching and assessment for student learning and engagement, core, centrally-supported infrastructure needs to encompass the following:
2.2. Means of Learning Access
2.2.1. A suitable means of Internet access for browser-based learning and teaching (e.g. PC,
Laptop or Smart phone) for each student and lecturer to use at home and/or on campus for the purposes of:
blended learning (combining virtual learning, both synchronous and asynchronous, with face-to-face learning approaches)
distributed learning (geographically extended learning such as international partnerships or multi-campus learning).
mobile learning (accessing the same learning from different places using a variety of devices).
2.3. Personalised Student and Staff Portals
2.3.1. An integrated and personalised digital learning and teaching space that includes an e-
portfolio and access to E-vision and other University business systems via a single sign-on student or staff portal.
2.4. Learning Platform - to integrate with Library and other Student support services
2.4.1. Weblearn (Blackboard) is the University’s chosen platform that can serve to bring together
many of the diverse online applications used in online learning, teaching and assessment in one unified space so that learning can be facilitated, tracked and assessed. Currently WebLearn is under-utilised and could be better implemented in teaching and learning at London Metropolitan.
2.4.2. All existing and new applications used in online learning, teaching and assessment should
be incorporated into this platform to create a unified student experience of the virtual learning space – e.g. Web 2.0 applications (such as YouTube and Facebook); learning objects ; highly specialised discipline-specific applications requiring APIs for integration should be integrated with the learning platform.
Educational Purpose - tracking student engagement; facilitating learning
processes; delivering lecturer created learning content to students; evaluation, assessment and feedback of student learning, linking students to services such as library, learning development, student created content for PDP/e-Portfolio purposes.
Examples - Blackboard Learn, Moodle, Angel
2.5. Lecture Capture and Content Development (needs to integrate with learning platform)
Educational Purpose - facilitation and creation of learning content; feedback;
distributed learning in time and space (blended learning and distance learning) Examples - PanOpto, Wimba, Elluminate, Echo 360, Camtasia®
2.6. Digital Portfolio/Personal Learning Space (needs to integrate with learning
platform)
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Educational Purpose -lifelong learning, work placement, personal development,
reflective learning Examples- Campus Pack Fusion
2.7. Mobile Learning Applications (Apps) (need to integrate with learning platform)
Educational Purpose -distributed learning Examples - Blackboard Mobile, social media applications
2.8. Real-time Learning Support and Development Telephony (needs to integrate with
learning platform, Library and other Student support services)
Educational Purpose - real-time interaction between students and tutors Examples- Collaborate
2.9. Personal Learning Spaces, Collaborative and Social Learning (needs to integrate
with learning platform)
Educational Purpose - distributed learning, student community participation Examples - Campus Pack Fusion
2.10. E-Assessment, Online and Feedback Applications (need to integrate with Learning
Platform and E-vision) Educational Purpose - test and assignment creation
Examples - Respondus, Question Master, Blackboard tools Educational Purpose - formative and ipsative assessment
Examples - Blackboard tools, Campus Pack Fusion
Educational Purpose -summative assessment
Examples - Blackboard Gradebook or Turnitin integrated with Evision
Educational Purpose - online submission
Examples - Blackboard tools and/or Turnitin, integrated with Evision
Educational Purpose – online feedback
Examples–Blackboard or Turnitin tools, Campus Pack Fusion, PanOpto
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3. Proposing an online course
3.1. A proposal for an online course should use the latest Academic Business Case (ABC) form (QEU0083) and – in addition to the standard entries – should address those issues particular to online learning.
3.2. This guide follows the approach adopted by the QAQE Toolkit1, in particular Stage 1:
Planning. 3.3. In order to help locate the parts of the ABC form where particular attention to online
course issues apply, questions in bold have been inserted as appropriate.
3.4. It is important that the ABC form is brief and to the point. Details of course design should be given in the course specification and module specifications, course and module handbooks, and associated online material (VLE, OER, RLOs etc).
3.5. Upon completing the ABC (QEU0083) for online/distance learning proposals, the table below highlights what should be entered/considered in particular sections when completing the form.
Section Guidelines
1. Award and Title The title should not mention that the course is an online/ DL course: the mode of delivery will be captured in the code for the course
1.1. Proposed start date of the course
The fact that a course is delivered online does not usually mean that it can be started at any time. Online courses will normally follow the University’s academic calendar for courses delivered on campus: a rationale for any variation from the standard pattern should be provided.
1.1. Modes of Delivery Have you checked if ‘Online/ Distance/ Work Based Learning’ is the correct expression for mode of attendance with registry?
1.3. Locations at which course will be offered
In the 'External Site' column, state clearly if Online/Distance Learning
3. Executive Summary Is there a compelling pedagogic and business case for delivering the course in online mode?
If we already offer the course by attendance, how will the new online version affect its viability?
4.1. How does your proposal contribute to the University’s mission and the University’s and Faculty’s strategic goals?
Have you identified the specific items in the mission and goals on online learning?
4.2. What is the market demand for the course you propose? How do you know?
Is there a face-to-face version of this course already? Where is the intended audience for the online/DL version? What is the target group for this version? Are there competitor institutions offering an online version of the course?
Is London Met competing for the same demographic?
4.3. In what ways does the course you propose offer an advantage over that of (y)our competitors?
What is the compelling reason for a student to choose London Met for this online course?
1QAQE Toolkit - http://qaqe-sig.net/?page_id=24
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4.4. How will the course you propose enhance quality in terms of:
- the student experience (achievement; satisfaction and employability)
- the scholarship of teaching - the scholarship of discovery - the scholarship of application - integration with the work of
the rest of the Faculty and related subject area
How will the course create an online community of learning?
How will students be able to learn and demonstrate professional skills?
How will the course make effective use of online learning materials?
If students in attendance normally do lab work or field trips, how will this be replicated in the online course?
How will online students be able to participate in the life of the Faculty, e.g. the streaming of research seminars etc.?
4.5. What resources (staffing; space; materials; library; ICT etc.) will your course proposal require?
What is the intended delivery platform? Has it been discussed with ISS?
What staff development needs have been identified, and how (e.g. by skills audit)?
Is there a need to work with a learning technologist (eg seconded from CELT)?
Does the library have enough ebook/ ejournal subscriptions?
Are there special requirements for online engagement (e.g. video conferencing) NOT yet met by ISS resourcing?
How will students receive technical support?
Does the course require special administrative support?
Have you planned for effective student support?
Have you considered issues of accessibility and disability, e.g. how students might be advised, or supported if they have an INAR?
4.6. How will you ensure cost-effectiveness in delivering the course?
Are existing blended learning versions of the course or modules available for reuse and adaption?
Is the course taking advantage of external, existing resources (OER) and adapting them for reuse?
What arrangements are made for sharing individual student communications with the whole cohort (e.g. using online fora or group conferencing)?
Have you weighed up the initial costs of setting up the course against the savings of not delivering it in-attendance?
4.7. What benefits will the course you propose generate?
Have you considered that an online course will generate higher student numbers?
Have you considered the comparative benefits of different versions of the course?
How will offering it online enhance our reputation?
4.8. Risks - Resources Can existing blended learning versions of modules can be re-packaged?
Are staff equipped with the skills needed to produce online course?
Does the VLE have capacity for delivering all the materials (e.g. streaming videos, uploading large files, video conferencing) and if not what alternatives are planned, and is ISS aware of it?
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Does the university hold copyright/ have licensing for all online materials proposed?
How have you ensured that the IT network and your backup arrangements are secure and robust?
4.8. Risks - Regulatory If the current version of the course is accredited, will the Professional Body be likely to accredit the online version?
Do arrangements for assessment etc. comply with university regulations?
Has the new course been discussed with existing external examiners, have new externals been consulted?
If the course (or any module) is work-based, what happens if a student is not in work?
4.8. Risks - Reputation Will the online course enhance the university’s reputation?
What steps are being taken to test the effects of online materials and delivery on brand/ reputation/ perception (e.g. have students been used to evaluation or pilot the online material)?
Who are external stakeholders (e.g. overseas partner running same or similar course, partner institution) and have they been consulted?
Have staff been trained in the use of Web 2 technologies and risk of student/ staff creation/ publication of online material?
4.8. Risks - Schedule
Can all the necessary materials, training and staff be in place in time for start of course?
What contingency exists for overcoming technical problems?
4.8. Risks - Standards
Are key staff for the course aware of, and trained in, all aspects of online delivery?
Are alternative staff, e.g. HPLs, also ready to assist with online delivery?
Are there enough tutors if numbers rise higher than expected?
Has equivalence of learning outcomes with in-attendance courses been ensured?
Are arrangements are in place for assessment (e.g. local examinations, authentication of essays etc.) and have assessments been (re-)designed with online delivery in mind?
5.1. Marketing Have you considered starting by writing this section as a way of focusing the business case on who is the market, and why they should want to study this course?
Are you describing its relationship to the same or similar courses with different modes of attendance, in case that is more appealing?
5.2. Draft course structure Module (proposed) title - Have you decided on an appropriate recoding of existing modules (e.g. suffixing ‘DL’ is not enough as assessment pattern etc. is likely to be different)?
5.3. Other certification and credit - Certification
Have you checked the total is correct (i.e. 10 hours per credit point, normally)?
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5.3. Other certification and credit - Learning Hours - Scheduled learning and teaching activities
Have you described the various forms, e.g. one-to-one or group contact?
Will it be synchronous or asynchronous?
Are you including peer-to-peer learning time?
Have you taken advice about how KIS data needs to be structured?
5.3. Other certification and credit - Learning Hours - Guided independent studies
Does this include any online contact with other students, or use of the discussion group or other VLE tools?
5.3. Other certification and credit -Workplace observation/ Placement/ field-trips/ study abroad
How will these be managed for online students?
If they can’t be replicated, how will an equivalent learning experience be provided?
6.3. Relationship with any professional or statutory body
Have you checked the requirements of the PB for online/distance learning courses?
3.6. Appendix 1 provides an illustrative ABC form.
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4. Course design
4.1. The table below provides advice and guidance on the development of online courses.
Aspects To Consider Reference Points & Suggestions
COURSE OVERALL
Course & Module Learning Outcomes
What knowledge, skills & values are required to meet the course learning outcomes, and how will online learning enable students to develop these?
Are learning outcomes, for the course overall and for each module, at the appropriate level, and clearly presented and comprehensible to online learners?
Are pre-requisite knowledge/skills/competences identified?
UG & PG Frameworks, Templates, Forms & Guidance http://www.londonmet.ac.uk/services/quality-enhancement-unit/quality-assurance-at-the-university/ http://www.londonmet.ac.uk/services/quality-enhancement-unit/templates--guidance/ E-excellence guide to course design (Chapter 2)
http://e-xcellencelabel.eadtu.eu/images/documents/ (extracts below, in italics) map online learning activities and assessment methods to the required development of knowledge, skills and values
Course Structure What is the mix and sequence of core and option modules? Implications for online delivery and student uptake?
How do the modules cumulatively develop the course learning outcomes?
Are all modules online? Is it possible/desirable/viable to take (some) blended learning (campus based) versions?
map modules against course LOs (show where the required subject matter and skills are introduced, practiced and/or assessed)
Student Induction Provision (in online learning context) for:
Course information/handbook
activities for inducting students into the course (its aims and learning outcomes, modular arrangements, meeting tutors and peers, provision for student support etc)
Induction session needed on how to access and use VLE and online content, and password reset Academic Liaison Librarians provide induction sessions for learners– online, via Library Matters or other or in workshops during residential blocks
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are these activities wholly online? Also have face-to-face residential session/s, providing opportunities for social engagement?
advice on programme planning
processes for course enrolment and module registration
how to get started with the online course/modules
how to get technical help
netiquette and online safety = digital citizenship
how to access and use online library resources, if appropriate
Academic Liaison Librarians offer support to students in the library e-resources that they are entitled to use. This may be virtual support in the form of electronic help guides, or advice via Library Services Subject advice web pages. Digital citizenship = “the norms of appropriate, responsible behavior [sic] with regard to technology use” – see webpage on Nine Elements of Digital Citizenship: http://digitalcitizenship.net/Nine_Elements.html
Student Support Provision (in online learning context) for:
advice/procedures on extensions, late work and mitigating circumstances
assistance from personal academic tutor
help with technical problems (e.g. VLE access, online submission)
developing ICT skills
developing digital literacy/information literacy skills (see under Student Engagement)
Academic Liaison Librarians available to interact with learners (individual online, at specific pre-arranged times - online via email, VLE tool? Library Chat, telephone
Staff Induction, Support & Development
Clarity about roles and responsibilities
Induction activities for staff, e.g. - course aims/ LOs, structure and pedagogy - use of VLE and other forms of interaction with
students, and provision of student support - procedures & standards for online submission,
marking and feedback for assessment - awareness of digital citizenship & measures for
assuring safe, respectful use of technology - ethical practice (privacy of students’ online work)
Provision for mentoring and peer review e.g. observe/shadow online L&T
Support in relation to e-pedagogy (CELT) and technical issues (ISS)
Support in relation to e-resources (Library)
E-excellence guide Tutors are able to use a variety of means (e-mail, telephone, VLE tools etc.) to interact with learners both individually and in groups? Tutors are aware of the legal and logistical implications of using library provisioned e-resources Tutors are aware of any restrictions to how they, and their students can access library provisioned e-resources, and which resources are available to them. Tutors are aware of resource implications for provision of content (e-books etc)
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MODULES
Learning & Teaching Activities [LTAs]
What opportunities for interaction? (tutor-led, peer-to-peer, student-led, individual/group modes, synchronous/asynchronous) - and what kinds of online LTAs would enable these?
How do LTAs support the achievement of module learning outcomes?
Are clear instructions provided to students on the purposes, requirements, preparatory work and sequence of learning tasks, and how to find/use related material?
Does the module (course menu) navigational structure follow best practice guidelines?
See suggested activities in 3E Framework (Symth et al, 2011: Edinburgh Napier University) http://staff.napier.ac.uk/services/vice-principal-academic/academic/TEL/TechBenchmark/Documents/3E%20Framework.pdf See guides & resources on CELT E-Learning Matrix http://www.celtelearning.com/#!ematrix/c1pjz JISC Guide on Use of VLEs with Digital Media (introductory) http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-the-use-of-vles-with-digital-media E-excellence guide e-learning content is well structured with clear relationships between components and signposting of study routes through the course materials
Learning & Teaching Resources
Are the online learning materials relevant, current and sufficient in providing the required breadth and depth of content and variety of perspectives?
Do the e-learning materials have sufficient interactivity to promote active student engagement and testing of their knowledge, understanding and skills?
Can students readily get access to the materials?
Is clear guidance provided to students on the purpose, prioritisation and use of resources?
Do the online L&T resources meet the criteria for accessibility and standards? [see opposite]
Do they abide by policies regarding copyright and intellectual property rights?
see Library guide on copyright at:
E-excellence guide
Course materials and components have a consistent user interface, with a common use of styles, formats etc.
All interfaces comply with applicable usability and accessibility standards.
Learning materials should have good graphic design standards.
Materials should be neutral as to sex, ethnicity, age and related issues.
Software used in courses should be reasonably up-to-date and platform neutral, or alternative versions should be available. Software updates should be easily available to users.
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https://metranet.londonmet.ac.uk/staff/copyright/
Do you want the Academic Liaison Librarian to design researching support materials, in line with your criteria?
Liaison with Library staff as regards provision of digital materials for reading lists?
Does the course enable the use of assistive technology?
When creating learning materials to be delivered online, course developers should take into account download times taking due account of the infrastructure available at the point students are likely to use for access.
Learning materials should be accessible and usable via a variety of devices including mobile devices.
Academic Liaison Librarians can create subject-specific online learning materials to support learners in their areas of expertise When/if compiling lists of material for further reading (where appropriate) take into account how these will be provided LexDis Report on disabled learners’ experiences of e-learning http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/lexdis_projectreport_dec08final.pdf see recommendations pp.7-8 BBC Guide on Accessibility best practice http://www.bbc.co.uk/accessibility/best_practice/what_is.shtml Accessibility guide produced for CELT E-Matrix: http://www.celtelearning.org/tutorials/detail/thinking-about-accessibility
Assessment, Marking & Feedback
What forms of (e)assessment are used for formative and summative assessment purposes?
How do these methods align with the module learning outcomes?
Are all types of assessment suitable for online learning and submission?
What scope is there for online self- and peer-assessment? How are students prepared to undertake this?
JISC Guide – Effective Practice with e-Assessment http://www.jisc.ac.uk/publications/programmerelated/2007/pub_eassesspracticeguide.aspx University of Bristol webpage on e-assessment http://www.bristol.ac.uk/esu/e-learning/support/tools/e-assessment/ See guides to referencing on Library website:
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Is the assessment load, sequence and pace appropriate?
Are clear instructions provided on the requirements, marking criteria, format, weighting, deadlines and electronic submission of assessment tasks?
What guidance is provided on referencing and avoidance of plagiarism?
Are there appropriate procedures for online submissions to be securely receipted and backed up?
What use will be made of facilities for online marking and moderation?
What methods of feedback, and are these appropriate for online learning?
What arrangements to ensure that formative feedback is timely and instructive?
https://metranet.londonmet.ac.uk/services/sas/library-services/referencing/referencing.cfm Training must be provided to students on use of online submission tools
Student Engagement Are there clear instructions on how to navigate the VLE, using different devices (smartphones, tablets)?
Is clear guidance provided on the “rules of engagement” – e.g. expectations regarding attendance, timing and frequency of participation, use of resources, online conduct (netiquette)?
What activities are included for making the VLE a welcoming space and establishing student online presence and identity? How is “presence” provided?
What opportunities and methods/spaces for students to interact online privately with their peers?
What digital literacies, ICT and communication and collaboration skills are required by students for engaging in the LTAs? Implications for learning support?
How will VLE tracking tools be used to monitor student participation in online LTAs and submission of assessment and follow up with students?
The navigational design should make it easy for the students to navigate Specific online help section for DL students Fact-sheet with minimum IT requirements for use of London Met online resources Study Hub website for students (academic/study and IT skills) http://learning.londonmet.ac.uk/epacks/studyhub/ LLiDA project – student materials on digital literacy http://caledonianacademy.net/spaces/LLiDA/index.php?n=Main.StudentMaterials London Met Digital Literacy resource http://learning.londonmet.ac.uk/epacks/digital-literacies/
Learning Support What self-instructional and self-assessment resources are provided? Do these meet the criteria listed above?
E-excellence guide
Access to tutors is provided on a regular and sufficient basis, known to both tutors and learners.
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In what ways will tutor advice and support be provided – synchronous and asynchronous – using the VLE and other options (email, voice-over-internet service, social media)? Online office hours?
Is there infrastructural (ISS) support for these modes of communication?
Are clear instructions provided about how and when the tutor will contact/respond to students?
What provision be made for learner interaction with Academic Librarian – synchronous, asynchronous – use of the VLE tools, Library Chat, Skype?
At the minimum level of engagement tutors provide learners with timely expert advice on course issues or materials and individual feedback on assignments within a stated response time.
Access to Academic Liaison Librarian – at specific times – or at point of need? For timely interaction with subject librarian, learners will need support from their Librarian, on issues such as researching for materials to support learning and assessments, referencing/plagiarism
COURSE EVALUATION
Module Evaluation How effective are the (online) learning, teaching, assessment and feedback activities & resources for engaging the students and helping them to meet the learning outcomes?
In what ways could the module design and delivery be enhanced?
What methods used to obtain feedback from students during and at the end of the module?
What data is required to measure module performance from year to year?
Quality Manual Course & Module Evaluation Methods http://reviewing.co.uk/evaluation/methods1.htm http://www.crlt.umich.edu/resources/evaluation-teaching/methods Evaluating Online Courses/Modules http://fod.msu.edu/oir/evaluating-online-courses Course Evaluation How effective is the course in terms of providing a
positive learning experience that enables students successfully to develop and integrate knowledge and skills across all modules, gain a sense of course belonging, and achieve the Course learning outcomes?
What methods used to obtain student feedback on the course experience?
What data is required to measure course performance from year to year?
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5. Key documentation: course specifications and module descriptors Examples of a completed Course Specification and Module Descriptor for online / distance learning provision can be found in appendices 2 and 3 respectively.
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6. Validation of online courses
6.1. It should be noted that panel members for online provision approval will normally be
expected to have knowledge and experience of online delivery.
6.2. The following extracts have been take from Chapter 2 of the Quality Manual:
Distance /Blended Learning 2.2 The role of the Deans’ Forum: Portfolio Planning and New
Course Proposals 2.2.4 In the same way as new course development, the introduction
of a new mode of study to an existing course requiresbusiness case approval by the DVC through the Deans’ Forum (see 5.3 - Approval of the Academic Business Case).
2.3 The role of the Deans’ Forum: Approval of the Academic
Business Case 2.3.3 Proposals must address any resource requirements with those
responsible for providing that resource (Deans, Library Services, ISS, Estates), allowing sufficient time for additional or specialist resources to be budgeted for and procured. Course Teams (developers/designers) are also advised to refer to the University’s academic frameworks2 for information related to course design and delivery for learning, teaching and assessment.
2.9 Course Validation 2.9.6 Increasingly Course Leaders want the option of being able to
deliver a course in distance learning mode. Whilst a course may already be validated, an event to approve a distance learning mode is still required. The event should establish that: course structure, module learning & teaching activities and resources, and arrangements for assessment, marking and feedback are designed to enable effective online learning to achieve intended learning outcomes, and that adequate provision is planned for student induction, support and engagement and staff induction, support and development (see Course Design section of the Online Learning Guide). As with any course, it is also important that, when developing the learning materials, the Course Team(s) ensure that the student experience is not compromised by their chosen mode of learning.
2.11 The Role of the Panel and Course Team/Faculty 2.11.3 For the validation of distance learning mode, in addition to
2.11.2 above, Panel members should also consider whether the
2 Academic Frameworks:
Learning and Teaching Frameworks: http://www.londonmet.ac.uk/celt/learning-teaching-assessment/university-frameworks.cfm
Undergraduate and Postgraduate Frameworks: http://www.londonmet.ac.uk/services/quality-enhancement-unit/quality-assurance-at-the-university/
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materials and course documentation clearly articulate how the student will be supported, what is expected of them, to ensure a comparable student experience as well as aide successful progression.
2.11.8 Where distance learning is to be introduced to an existing
course, provided he/she has appropriate experience of the development and/or management of distance learning provision, consideration would be given to the use of the course’s existing external examiner for the purpose of approval.
2.11.12 The Course Team/Faculty is required to:
Produce accurate and timely validation documentation, including background information (Business Case, employability strategy, assessment tariffs); Course and Module Specifications; Academic CVs; Module Mapping (see 2.12.9)
For distance learning courses, provide a demonstration of the online platform to be used, plus exemplars of online activities and learning and teaching materials for at least one core module
Attend a pre-meeting arranged by the QEU
Distribute the documentation to all members of the Course Team, and pass all documentation on to the Secretary no later than two weeks before the validation meeting for distribution to the Panel
Have knowledge of relevant quality assurance procedures (both from the University, and nationally).
Follow up on conditions and recommendations and report progress to the Faculty Quality Representative
2.12 Course Approval Documentation Background Information 2.12.3 Where a new mode of delivery is being introduced to an
existing course (distance learning, block, mixed mode etc.), the background information mentioned in 2.12.2 above should include how the proposed new mode supports and maps to the existing course.
Course Specification(s) 2.12.7 When validating a course with a distance learning mode, a
separate course specification is required. Although the intended learning aims and outcomes will match those of the course delivered under the standard mode, the specification will need to be written in such a way to articulate the
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requirements, experience, assessment strategy, and progression of a student whose main/only access to the University is through the virtual learning environment.
Module Specifications 2.12.10 With regard distance learning, separate specifications should
be provided for distance learning modules. This is to ensure that there is no confusion on the expectation and requirements of a student and, given their chosen mode of study, how it is intended they are to engage with and be assessed on each module. Further information and support on developing materials for onlinelearning can be obtained through the CELT3.
2.14 Validation Pre-meeting 2.14.1 The purpose of the pre-meeting is to ensure that the validation
documentation, and access to exemplar online materials for at least one core module (where distance learning is being validated), is accurate and complete prior to dispatch to External Adviser(s). At this point the Chair can go through the complete validation checklist (QEU0028) with the faculty and/or course team. It is also the point at which the agenda and attendance list are finalised. Documentation and, where appropriate, sample materials for the pre-meeting should be forwarded to the designated Secretary a week in advance of the meeting to allow time for circulation to the internal panel members for scrutiny. Course Teams and Faculty representatives are advised to print copies of the draft documentation for this meeting.
2.15 Validation Event 2.15.2
One of the key functions of the validation event is to confirm that courses are of an appropriate standard in comparison with comparable provision elsewhere in the UK and that there is demonstrable cognisance of the QAA’s UK Quality Code4, and/or identified best practice within the sector. Bearing this in mind, the Panel is asked to consider the areas set out below. Indicative agenda items to be considered are:
the design principles underpinning the course
the use of the QAA’s UK Quality Code in the design of the award
3CELT E-Learning Team - http://metranet.londonmet.ac.uk/celt/contact-celt/celt-eteam.cfm 4 Useful reference sites:
Academic Infrastructure – introduction
http://www.qaa.ac.uk/AssuringStandardsAndQuality/AcademicInfrastructure/Pages/default.aspx Academic Infrastructure – UK Quality Code
http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx Academic Infrastructure – Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx Academic Infrastructure – Framework for Higher Education Qualifications
http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx Discussion paper on Doctoral descriptors
http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/doctoral/Pages/default.asp
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alignment with the University’s undergraduate/postgraduate framework
the definition and appropriateness of standards in accordance with the level and title of the award
anticipated demand for the course
the contents of the course and module specifications
a demonstration of the learning platform for online/distance learning delivery
the resources necessary to support the course
the nature of the learning opportunities offered by the course
the relationship between the course's curriculum and current research in the same area
2.19. Key Points Course Development and Approval
Action Process Responsibility
New areas identified for portfolio development
1. Portfolio Planning Subject head/Leaders
2. Portfolio plan submitted to Deans’ Forum
Dean of Faculty
New Course Proposal
1. Prepare ABC (QEU0083) for consideration at the Faculty’s UGPGC
Faculty course team Faculty Partnership Manager Partner / ALT
2. Forward Faculty UGPGC approved ABC to the Dean for Faculty Approval
Faculty UGPGC Chair
Deans’ Forum approval to develop course(s)
1. Forward faculty approved ABC to the Secretary (Part B Portfolio Development) for consideration at the next Deans’ Forum
Dean of Faculty
2. Prepare due diligence and risk assessment for collaborative proposal – to be submitted to the Deans’ Forum with the ABC
QEU
3. DVC, as Chair of the Deans’ Forum, confirms the decision on academic proposals
DVC/Chair of the Deans’ Forum
4. Formal record of Deans’ Forum decisions circulated to key University staff
Secretary (Part B: Portfolio Development)
Marketing 1. Course advertised as subject to validation
External Relations (Marketing)
2. Faculty to ensure appropriate text is provided in order to market the course
Faculty Quality Rep/ Course team
3. Ensure draft key information set data is available for undergraduate courses
Course team
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Validation timeline 1. QEU and faculty to agree schedule of events for the academic year
QEU and Faculty Quality Rep/Faculty Partnership Manager
2. Documentation for the pre-meeting to be with the Secretary no later than one week before the meeting.
Faculty Quality Rep / ALT/ Partnership Manager
3. Ensure all validations are signed off by the beginning of June for commencement in the preceding year
QEU
Course development and design
1. Draft course (QEU0072) and module (QEU0074) specifications using the latest templates.
Course Team (with support from the Faculty (ALT/Partnerships Manager) for collaborative courses)
2. As appropriate for online delivery, also develops learning materials
Course Team (with support from the Faculty (ALT/Partnerships Manager) for collaborative courses) with support from the CELT Team
3. Ensure compliance with: UG/PG academic Framework; National FHEQ; QAA Subject Benchmark Statements; Masters Degree Characteristics etc.
Course Team / Faculty Quality Rep
4. Seek course and module codes from Academic Systems and Information, Academic Registry
Faculty Quality Rep/ Academic Planning and Information
Validation Documentation
1. Faculty approved course (QEU0072) and module (QEU0074) specifications using the latest templates
Course Team (with support from the Faculty (ALT/Partnerships Manager) for collaborative courses)
2. Provide a summary of background information outlining rationale behind the proposal (and link for collaborative courses
Faculty/Course team
3. Provide a resource statement and draft course handbook (using university template)
Partner course team with support from the Faculty (ALT/Partnerships Manager)
Panel Membership 1. Appoint members, from a Faculty other than that proposing the course, and from each other, of the Validation Panel.
QEU
2. Nominate appropriate external subject specialists and appropriate profession/industry expert(s) (QEU0013) who have not been associated with the University within the last five years.
Course team/ faculty
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Validation Pre-meeting
1. Technical read-through and checklist5 of documentation to identify any (potential) issues, before it is circulated to external panel members.
Chair, Secretary, Faculty UGPGC Chair, Course Leader(s), ALT/Partnerships Manager
2. Agree an indicative agenda and specify all attendees enabling the secretary to organise an appropriate venue and catering.
Chair, event secretary, and faculty/course team
3. Arrange venue and other logistics for the event
Event secretary (QEU)( with support from ALT/Partnersip Manager for collab)
4. Following the pre-meeting, any required changes to the documentation should be made immediately, with revised documentation being submitted no later than two weeks prior to the main validation event
Course team
Validation Event 1. Event secretary collates the documentation into one bound document and circulates to Panel members. An electronic version, and up to a maximum of ten bound copies of the document will be provided for the faculty
Event secretary
2. Scrutiny of the proposed course documentation and, as appropriate, demonstration of the VLE platform for online/distance learning courses to ensure that the course is of an appropriate standard, fit for purpose, and aligns with the UK Quality Code.
The panel and course team
3. Consider the required and available resources for delivering the course, which includes a tour of facilities for all collaborative events, and as appropriate for internal events.
The Panel with course team/partner representation
Validation outcomes 1. Produce a formal record of the event which will result in one of three possible outcomes: approval without conditions; approval with condition (to be addressed before final approval can be granted); referral back to the faculty for reconsideration/further development
Event secretary (QEU)
5 QEU0028 Validation and Review Checklist - https://livelink.londonmet.ac.uk/livelink/llisapi.dll?func=ll&objaction=overview&objid=27801189
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2. Address any conditions set by the given deadline.
Course team
3. Recommendations to be considered at the earliest Faculty UGPG Committee and addressed, through the annual monitoring cycle, in the course log.
Course team, Faculty UGPGC Chair, and PEM Chair
Approval / Sign-off 1. Forward final revised documentation, and confirm update of VLE content, including a statement on how the conditions have been met, to the event secretary.
Course team, through Faculty Quality Rep and/ or Faculty UGPGC Chair
2. Event secretary liaises with the Chair to ensure any conditions set have been addressed and to arrange formal sign off.
Event secretary and Chair
3. Circulate the confirmation email to key staff within the University with attached final approved course documentation to Academic Planning and Information for storing centrally.
Event secretary
4. Outcomes of all validation events will be reported to the University’s Undergraduate and Postgraduate Committee (UGPGC) on an annual basis.
QEU
Costs for collaborative events
1. Cost of panel, travel and accommodation
Collaborative partner/Faculty
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7. Registry processes and practical arrangements for courses delivered entirely online
Function Process
Admissions Standard arrangements, using the standard University online application form, unless agreed with the Admissions Office
Proof of prior qualifications for home/EU students may be demonstrated electronically through use of scanned copies or PDF
Where blended learning involves international students attending the University for any part of their course, prior arrangements must be discussed with the Sponsor Compliance Team ([email protected]) before the admission of students.
Enrolment Same steps carried out as with all courses, but ID card posted out to students [email protected]
Proof of ID should be a scanned copy of the applicant’s passport or other specified ID document.
Programme Planning Responsibility of the course leader
Completed module registration forms or list of modules chosen should be passed to the Faculty and Operational support team for data entry [email protected]
Re-enrolment Same as other courses, however will have to pay by online system before full enrolment is [email protected]
Students are expected annually to confirm their programme of study, or to formally intermit their studies
Assessment Coursework should be submitted online using Weblearn or Turnitin
Arrangements for examinations to be agreed with the Assessment and Conferments Office
Work to be marked and second marked as per standard procedures, samples to be considered by an external examiner before marking standards are confirmed through the Subject Standards Board.
Standard arrangements for late work and Mitigating Circumstances, and academic misconduct (plagiarism, collusion, or cheating)should apply
Mitigating Circumstances application forms should be submitted to Assessment and Conferments Office
Outcomes of assessments should be published through the student’s Evision account
Resits Any deviation from standard resit deadlines should be agreed in advance with the Assessment and Conferments Office
Graduate Conferment The course leader is responsible for identifying students eligible to graduate in conjunction with the Assessment and Conferments Office
Conferral is via the University Awards Board
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8. Quality Assurance and Monitoring
8.1. Course and module monitoring
Aspects To Consider Reference Points and Suggestions
Monitoring of Implementation
1) External Examiners
What access will External Examiners have to student coursework, online materials?
How will the External Examiner access students’ work, course content, course assignments etc.
Does the External Examiner have experience of Technology Enhanced Learning?
Early engagement with External Examiners in respect of online pedagogy and its justification for this course
Set out expectations regarding a) External Examiner’s access to online materials and b) access to feedback to students
Provide guidance for External Examiners to enable them to access online materials
Monitoring of Implementation
2) Peer Review
Is peer review of teaching and/or online materials required?
How do the procedures for peer review relate to those for face-to-face provision? Are they the same?
Agreement in advance on peer review to protocols, e.g. how long a peer review session lasts; what will be looked at etc.
Peer review needs to be systematic and formal, but not external to the faculty
Ensure that peer review of online teaching is in line with the faculty approach to peer review/teaching enhancement
Monitoring of Implementation
3) Course Team Management
Agree communication channels and frequency of meetings
Ensure that meetings (face-to-face and/or virtual) take place using a standard agenda with minutes and actions and that they are available to all team members, either on campus or distributed
Is the distribution of responsibilities within the team clear e.g. who provides technical support?
Monitoring of Implementation
4) Evaluation
Consider separate evaluation of the technology enhanced learning experience in addition to module and course evaluation
Consider online focus groups for evaluation of particular themes/issues
Consider audit of online discussions etc. to identify patterns of activity
Consult the SU regarding appropriate forms of representation
Consider a more open staff/student liaison forum/course committee allowing open access
Student Representation
How will StARs be appointed and what are the protocols for representation?
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Monitoring Student Support
Are students given guidance material on the use of the VLE and is it appropriate and up-to-date
Do students have identified contacts for subject support, general learning support and technology support?
Ensure there is separate support for subject, general learning and technology
Consider use of a single support contact who can direct students appropriately
Monitoring of technical and management systems including student data
What procedures are in place to support the VLE?
What procedures are in place for the provision of management data?
Consider discussions with the Office for Institutional Effectiveness and the Academic Registry
Annual Monitoring Annual monitoring should consider the monitoring of a) the effectiveness of technology b) participation data
Faculty and Institutional oversight of and reporting on online provision
Ensure annual monitoring contains procedures for identifying key learning technology problems and issues
Consider annual reports on online learning for Faculty and University Undergraduate and Postgraduate Committees
Periodic Review Review should explore student experience of technology
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Appendix 1
BUSINESS CASE - New course proposal
1. AWARD AND COURSE TITLE
Please note the award and title should be stated as it will appear on a student’s final
certificate e.g. BA (Hons) Business Studies. Ampersands (&) are not permitted in course
titles.If the course is a distance learning or top-up course please ensure you specify this in
brackets at the end of the course title. Bear in mind that courses will often be listed
alphabetically: it is advantageous if the first word of the course is related to its core subject
area.
If you are unsure about naming conventions please consult the Academic Registrar. Please
also note the intended number of credits, even where these are standard.
Award Course Title No. of Credits
MA The title should not mention that the course is an
online/ DL course: the mode of delivery will be
captured in the code for the course
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1.1. Proposed start date of the course and modes of delivery by entry point
Please indicate the intended academic year and teaching period of introduction. Please
indicate all intended modes of attendance (e.g. full time (FT), part time day (PTD), part time
evening (PTE), sandwich (SW), distance learning, e-learning with an X) and the duration of
the course.
Year Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Duration
FT
PTD
PTE
PTD & PTE
Dist. Learning
2016/ 17
X X 1 yr FT 2 yrs PT
E-Learning
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1.2. Interim awards Please also indicate where an interim award is also to be offered, and marketed, as a stand-alone entry award. Note: the title should be stated as it will appear on a student’s final certificate e.g. PG Cert Business Studies
Award Title Is this also an entry
award?
PG Cert XXXX No
PG Dip XXXX No
1.3. Locations at which course will be offered Please enter the course title where more than one course is proposed and delivered at different sites.
Course Aldgate Moorgate Holloway Overseas External Site
Distance Learning
1.4. Existing courses Where appropriate, please indicate if this proposal replaces or is in addition to an existing course, citing the course(s) affected. Where a course/s is/are being replaced, Admissions and Marketing should be consulted at the earliest possible opportunity forany possible impact on student
applications already received. Please also bear in mind the General Student Regulations6.
Course Code Award and Course Title To be Closed?
2. PROPOSING FACULTY
2.1. Faculty Please indicate the Faculty and School/Department within the faculty, including contributing teaching faculties and, where possible, the intended Subject Standards Board.
Faculty School/Division/Subject Area
% contribution or number of modules
Subject Standards Board
2.2. Collaborative partner
6 Please see Section 14, Changes to Regulations and Courses, of the General Student Regulations - https://intranet.londonmet.ac.uk/uso/students/general-student-regulations.cfm
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(For collaborative proposals additional information will be required - please refer to the
Quality Enhancement Unit for advice)
2.3. Type of collaboration Please indicate whether the proposed course is a: Franchise/Validation/Joint Award/Dual Award/Articulation
2.4. Awarding or validating body (where not the University)
3. EXECUTIVE SUMMARY
(Outline your course proposal, rationale and the compelling business reason why it should
be approved - 300 words max.)
The current MA XXX has a proven and consistent track record of recruiting students. This type of generic, industry-focused course is typically a popular choice for those undergraduates who wish to pursue an MA course which aims to equip them with necessary knowledge/skills to apply… There is a strong case for the course to be also offered to potential students who want to take the course, but due to their work or personal commitments, could not leave their employment, their home country, or simply prefer the flexibility to study for the course anywhere and anytime without having to attend the traditional campus-based classes. London Met is proud of itself to be a champion for affordable quality education. We believe that this proposal is consistent with the University’s mission to support widening participation. Through distance learning of the course those students who are unable to study in a traditional full-time, face-to-face, campus-based study mode will be equally given an opportunity to pursue their postgraduate studies by alternative means, both from home and abroad. We are committed to developing and delivering the proposed course to ensure a high academic standard and rewarding student experience.
3.1. Funding source Indicate source of funding for course e.g. Individual fees only, other grant funding, corporate sponsorship etc.
3.2. Proposed Fee Based on current fees, please indicate price point for this proposal. Standard bachelor degrees will be advertised at the current fee rates; for taught masters please supply the
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price point A, B, C, D, or E; for non-standard provision, indicate the proposed fee to be charged.
Fee (£) Per year / per module / other
Full-time cost home/EU
Full-time cost international
Part-time cost home/EU
4. RATIONALE
4.1. How does your proposal contribute to the University’s mission and the University’s
and Faculty’s strategic goals?
The University’s Postgraduate Review conducted in 2011/2012 highlights the necessity of delivering courses in a variety of modes to allow widening participation in markets previously not targeted. One of the important trends in UK higher education in recent years is the student demand for flexible learning modes due to their work or personal commitments. This is especially so for postgraduate courses where students often wish to embark on PG course study while continuing their employment. Distance learning delivery of such courses provides one of the valuable means of offering this educational opportunity to the students. In addition, international students will also potentially benefit hugely from such an opportunity to pursue an UK UG/PG course without the need to leave their country.
4.2. What is the market demand for the course you propose? How do you know?
There is a significant market for courses delivered via a variety of online/distance learning modes. This is partly evidenced by many UK and US universities that either have a strong track record of successful delivery or are in the process of starting their distance delivery of various courses. This is a market which we must participate in and gain a valuable share of, both in the UK and internationally. The following are a selection of distant learning courses in the subject area, currently provided by some UK HE institutions. The Open University Ooo University of London International Programmes uuu University of Derby ddd …
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With the valuable experience we have gained from the distance delivery of our entirely work
based MA XXX course, and with the good student recruitment record of the existing MA course,
we feel that it is a natural next step forward that we are proposing to develop and offer the MA
XXX course also via the distance learning delivery mode.
4.3. In what ways does the course you propose offer an advantage over that of our
competitors?
The School has developed and maintained extensive professional links with companies and organizations to stay in tune with the latest developments in the industry. This helps us to ensure the course covers important subjects that today’s employers would expect and value. The course is very much geared toward employment. It includes relatively new topics, as well as fundamental. The course is aimed at equipping students with necessary skills and knowledge currently needed by employers and industry at large. Modules such as WWW will provide additional value to the students by preparing them for industry recognised professional certifications. London Met is proud to be a champion for affordable and quality education. It is expected that the tuition fees for such a distance learning course will be set by the Faculty/ University at a level which is both appropriate and competitive (expected to be around £Xk).
4.4. How will the course you propose enhance quality in terms of: - the student experience (achievement; satisfaction and employability) - the scholarship of teaching - the scholarship of discovery - the scholarship of application - integration with the work of the rest of the Faculty and related subject area
The distance-learning mode will give students much needed flexibility and would be attractive to those students whose work and personal commitments do not enable them to study in a traditional campus-based study setting. The Faculty is committed to utilising the University’s state-of-the-art Virtual Learning Environment to deliver, assess and support the student experience effectively throughout an individual’s journey of learning, while maintaining a high academic standard of the course. Plagiarism software such as Turnitin and oral presentation via video conferencing (e.g. Skype) will be used where necessary for the assessment for major coursework. Where module assessment requires an examination, appropriate and robust local invigilation arrangements will be made (e.g. including making use of the university’s network of local international office and/or their approved agents, our network of partner institutions, and British Council offices where appropriate). In the longer term, it may be possible to offer ‘complete’ flexibility with students being able to ‘pick and choose’ how they wish to study particular modules in a course, either in face-to-face taught mode or distance-learning delivery mode. Moreover, the development and delivery of the proposed course will give us valuable experience, and can be used subsequently as a ‘template’, for other PG provision in distance learning in other appropriate subject areas within the Faculty.
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4.5. What resources (staffing; space; materials; library; ICT etc.) will your course
proposal require?
(If additional resources are required over and above your agreed Faculty resources this
should be discussed with the relevant PSD in advance of your submission)
Extensive use of existing VLE (e.g. WebLearn). Access to existing Library online resources and e-books. Use of appropriate plagiarism detection software.
4.6. How will you ensure cost-effectiveness in delivering the course?
There will be initial up-front cost/investment for the start-up of the course, including the development of course/module materials, and setting up the necessary infrastructure for the delivery. Once the course is offered, on-going costs include staff resource to deliver, assess and support students learning, as well as appropriate administrative support. However, on-going savings are expected on some staff time and on campus based labs/rooms/IT facilities, as the course is delivered off-campus in a distance learning mode.
4.7. What benefits will the course you propose generate?
(Student numbers; income; reputation)
London Met is one of few post-92 universities that do not currently offer entire taught courses in distance-learning mode, and this proposed course will help fill that gap. The proposed course will help us tap into an important and potentially valuable new student market both in the UK and internationally, and generate additional income through student fees. This proposal is consistent with the University’s mission to support widening participation as those students who, due to work and personal commitments, are not able to study in a full-time, face-to-face mode will also be given an opportunity to pursue their postgraduate studies by alternative means. The development of such a course in the distance learning mode will further enhance the perception/image of the University as not only providing affordable quality education, but also better meeting the demands of the students, markets and industry. It will also serve as the training ground for exploring new modes of delivery and help us to accumulate valuable experiences to offer more courses by distant learning mode.
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4.8. What are the risks associated with your course proposal and how will you mitigate
them?
Key risk areas Mitigation
Resources
Risks related to the resourcing of development and delivery: staffing; estate; library; ICT; et al.
Low risk. Appropriate infrastructure to support distance-learning communications, setup and delivery of the course is needed. On-line enrolment for student registration is available. The university already has a powerful VLE (e.g. Weblearn) and many on-line resources and e-books from the online library. The School has several members of staff who have experience in e-learning.
Regulatory
Risks related to internal or external regulatory issues, compliance with relevant frameworks, professional body requirements.
Low risk. Copyright for online provision
Reputation
Risks with a potentially adverse impact on faculty or university reputation. Particular examples are likely to be related to partnership arrangements. Means of managing these risks should be noted briefly here and monitored throughout the development process.
Low risk. A high standard and quality of student experience need to be achieved in order to establish and maintain the reputation of the course/faculty/university. The existing XXX course has a good record of student achievement and positive feedback from both the students and external examiners over the years.
Schedule
Risks relating to development capacity within the faculty and centrally.
Low risk. The university has an online enrolment system for student registration. All modules in the proposed course are selected from the existing XXX courses, and therefore most module materials are already available. This course is simply to convert an existing successful course to make it also available in distant learning mode
Standards
Risks relating to the academic standard of an award - largely relating to availability of staff expertise.
Low risk. There is an experienced course team for the existing XXX course. The standard of the existing MSc course has been confirmed by the external examiners. All assessment for the proposed distance learning MSc will be subject to university’s standard QA
34
process including external examiners approval, SSB and PEM. The School has several members of staff who have experience in e-learning, who will be involved in developing the distance learning XXX. Plagiarism software and oral presentation (e.g. via video conference, Skype facility) will be used to detect plagiarism and collusion cases.
5. COURSE DETAILS
5.1. Marketing
Please provide text for Marketing which can be cut and pasted into the Course Offer
Database and used to promote the course on the University’s website, in the prospectus
and (where applicable) via UCAS and third party listing sites. Fields marked with an asterisk
are essential and, should the proposal be approved, the course(s) cannot be promoted until
this information is received.
Please note that not all collaborative courses are promoted on the University website.
Field Text
Standfirst*
This is an introductory, attention-
grabbing paragraph to entice the
prospective student to read further down
the page. Two-three sentences
maximum (400 characters).
This a flexible approach to distance learning designed
for people who wish to undertake CPD, top-up or
progress to a post-graduate qualification in XXXX.
Students are likely to be working in XXXX
environment, either as part of a XXXX or in industry.
People take the course for various reasons, but
mainly for career advancement and/or continuing
professional development.
Course overview* This is our opportunity to really sell the
course. If possible include information
about:
specialist resources, materials, facilities, software
professional accreditation, professional body links
guest lecturers or teaching staff renowned within the industry (published works etc)
student membership of professional groups
study abroad trips or work experience
35
help with careers and connections to the industry
This section should be a minimum of
three paragraphs, maximum five and
between 1000 and 1500 characters.
Entry requirements*
Two to three paragraphs (between 600
and1,200 characters). Please ensure
you include English language and
mathematics requirements.
Undergraduate course pages should
begin with the words: “In addition to the
University's standard entry
requirements, you should have:” and
postgraduate course pages should
begin with the wording “You will be
required to have:”.
The majority of both undergraduate and
postgraduate course pages should
include the wording: “All applicants must
be able to demonstrate proficiency in the
English language. Applicants who
require a Tier 4 student visa may need
to provide a Secure English Language
Test (SELT) such as Academic IELTS.
For more information about English
qualifications please see our English
language requirements.”
Course structure/modules*
E.g. “Year one modules include…”
Assessment*
Please specify how students will be
assessed – exams, dissertation,
portfolio etc. One to two paragraphs,
around 600 characters.
Accelerated learning option
One paragraph, between 400 and 600
characters.
36
Career opportunities*
Types of roles and companies students
can work at (specific names of
companies are always best) as well as
further study options and eligibility for
training. One to two paragraphs, around
700 characters.
Professional accreditation details
One paragraph, around 500 characters.
Essential if the course offers
professional accreditation.
How to apply*
Will the applicant apply via UCAS? How
do international applicants apply? Max
200 characters.
When to apply
Optional, a standardised passage will be used as the default. Max 200 characters.
Unique selling points*
Please provide five unique selling points
our student enquiries team can use
when taking calls from prospective
students.
1)
2)
3)
4)
5)
Marketing subject areas*
Please delete all subject areas that
aren’t relevant to this course. Most
courses should fit into only one
category, and often the category will
share a word with the course title. These
categories have been developed in
partnership with Faculty Recruitment
Coordinators. Please do not specify a
category that does not appear here.
Accounting, Economics and Finance | Architecture |
Art and Design | Business and Management |
Community Development | Computing and IT |
Criminology | Education and Teaching | English and
Creative Writing | Electronic and Computer Network
Engineering | Fashion | Film, Music and Theatre |
Health and Nutrition | Journalism | Languages | Law |
Media, Marketing and Communications | Mathematics
| Police Studies | Politics and International Relations |
Psychology | Human Sciences | Social Work and
Social Studies | Sociology | Sports, Sports Science
and Dance | Travel, Tourism and Events | Youth Work
5.2. Draft course structure Structure to highlight new modules (and proposed deletion of existing modules)
Level Module (proposed) title New/Existing
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5.3. Other certification and credit For short courses or non-standard awards please indicate required certification, length
(learning hours) and credit.
N.B. For courses that are non-award bearing and short (courses which do not lead to an award of the University or of any other body and have a value of fewer than 15 undergraduate credits or fewer than 20 postgraduate credits) please complete the Non-award Bearing Short Course - Business Case and Academic Approval Form [click here for details].
Certification
Learning hours Scheduled learning and teaching activities
Guided independent studies
Workplace observation/Placement/field-trips/study abroad
Credit
6. KEY INFORMATION SET DATA This data is needed by the end of July in one year of a course starting in September the following year. If KIS data is submitted before a course has run then the data is flagged as being an estimate so if during the development of the course the figures vary from what is on the business case form then it should not be a major issue.
6.1. Teaching and learning for each year into (%)
L3
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Scheduled learning and teaching activities
L4
L5
L6
L7
Guided independent studies
L3
L4
L5
L6
L7
Placements
L3
L4
L5
L6
L7
6.2. Assessments for each year into (%)
Written exams
L3
L4
L5
L6
L7
Practical exams
L3
L4
L5
L6
L7
Coursework
L3
L4
L5
L6
L7
6.3. Relationship with any professional or statutory body
6.4. Proposed JACS Code
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The list of JACS codes can be found on the HESA web pages at http://www.hesa.ac.uk/index.php?option=com_content&task=view&id=1776&Itemid=296
7. FACULTY AUTHORISATION
Name Date Telephone
extension Email address
7.1. Course Leader Designate
7.2. Dean of Faculty
On completion please forward to the Secretary (Part B, Portfolio Development) for consideration by the Deans’ Forum
8. COMMENT
8.1. Director of External Relations
8.2. Director of International Student Recruitment
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Appendix 2
LONDON METROPOLITAN UNIVERSITY
Course Specification template
The University’s course specification template has been developed to fulfil three main functions; it shall act:
as a source of information for students and prospective students seeking an understanding of a course and as a basis for gaining feedback on the extent to which the opportunities for learning were successful in promoting the intended outcomes
to ensure that there is clarity concerning the aims and intended learning outcomes for the course for the University during the approval and periodic review process
to provide information for external examiners, professional, statutory and regulatory bodies and employers as to the skills and other transferable abilities developed by the course
Section One: ABOUT THE COURSE
1 Name of course and highest award MSc Information Technology (Distance learning)
MSc
2 Level of highest award (according to FHEQ) Level 7 (PG)
3 Possible Interim Awards PG Dip, PG cert
4 Awarding/validating institution London Metropolitan University
5 Teaching institution(s)
6 Total credit for course (for highest award) 180
7 Faculty responsible Life Sciences and Computing
8 Mode of attendance
Autumn start Full Time and Part Time
Spring start Full Time and Part Time
Other
9 About the course and its strategy towards teaching and learning and towards blended learning. Please include details of access to learning facilities, including flexible/open-learning spaces within the Faculty.
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The MSc Information Technology (Distance Learning) course is an equivalent offering to the existing campus-based MSc Information Technology, but with an entirely distance learning delivery mode. The current MSc IT course has a proven and consistent track record of being a popular choice for those undergraduates who wish to pursue an MSc course which aims to equip them with necessary knowledge/skills to apply Computing/IT technology successfully within a business and IT environment. The offering of MSc Information Technology (Distance Learning) makes it possible for the course to be taken by students who due to their work or personal commitments, could not leave their employment, their home country, or simply prefer the flexibility to study for the course anywhere and anytime without having to attend the traditional campus-based classes. In the meantime, students will receive effective and timely guidance and support throughout the course. The University’s state-of-art Virtual Learning Environment (VLE) and other appropriate tools is used to provide a highly interactive, supportive and collaborative learning experience for the students. A wide range of synchronous and asynchronous facilities are used where appropriate for the effective delivery and assessment of the module. Among these facilities are WebLearn learning materials, video lectures, discussion board and online forum, and online presentation, viva and feedback. Students are encouraged to become active participants, rather than passive recipients, of this learning process. There are many facilities available on Weblearn and via other tools that can make the successful delivery of the course by distant teaching not only possible but also highly effective. The examples of the range of synchronous and asynchronous facilities on VLE are listed in the following table, grouped according to their potential roles in learning and teaching, assessment, and student support.
Distance Learning – Delivery Category
Facilities
Available on VLE and
via other Tools
Teaching, Learning & Related Activities
Communication Type -
Synchronous/ Asynchronous
Teaching and Learning
Discussion Board discussion among students and between students and online tutors
A
Learning Materials
Weekly learning materials and tasks/exercises
A
Online Chat Online discussion/communication
S
Group Group work and MSc project supervision
A
Skype/Video conferencing
Face-to-face communication S
Assessment
Turnitin
"Essay type" Coursework submission and feedback provision – Plagiarism detection facility
A
Assignment Non-essay type coursework submission and feedback provision.
A
Grade book Release of provisional marks A
Oral presentation/VIVA S
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Skype/Video conferencing
Face-to-face feedback
Support
Module calendar Set deadline for key tasks, coursework and reminders
A
Email Email communication A
Module announcement
Module-wide communication A
To facilitate a flexible yet structured student learning experience for each module, the range of topics covered are grouped into a number of learning units (see the diagram below). Normally each module consists of four learning units, each lasting for three weeks. Each learning unit is designed to cover selected topics. The module leaderswill provide the following via VLE (e.g. Weblearn) for the module:
• Clear description of required learning activities including required reading list and exercises.
• Lecture slides and/or other supporting materials. • Answer questions posted on the discussion forum on the VLE and facilitate the
discussion among students. • A clear description of tasks, submission instruction, submission deadlines,
assessment criteria and marking sheet. Students are strongly encouraged to:
• Complete required learning activities • Post questions related to the module to the relevant Forum in discussion board and
engage in online discussion with peers and the tutor • Submit solutions to study tasks and the required assessment by the given deadline in
accordance with published procedures • Regularly check mail boxes, notice boards, e-mails for update on the module. • Complete 200 hours of study (600 hours in the case of MSc project module). • Regularly check mail boxes, notice boards, e-mails for update on the module.
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For the MSc project module. MSc supervisors will provide a list of proposed MSc project topics. Students will be asked to either choose a topic from these offered, or can propose their own topic. The MSc project topics and project proposal will be developed in the “research development and skills” module. At the start of the MSc project module, each student will be allocated a project supervisor. Clear guide, milestones and submission deadlines will be provided in Weblearn, together with on-going supervision activities.
10 Course aims. Course aims are broad statements of intent and should be written to show how the content of the course meets the aims. Where a course sits within a framework the course aims should incorporate framework aims.
The main educational aim of the course is to provide students with a working knowledge of all the fundamental areas of IT, e.g. security, project management, database systems and business solutions. The main educational aim is coupled with the development of generic employability skills required by the IT industry. Professional development and the practice of managerial skills are also to be supported on the course.The distance learning delivery mode offers significant flexibility whereby all teaching and learning materials are provided in the most advanced Virtual Learning Environment.
Additional course aims: to enable students to strengthen their existing design and development skills with
substantial coverage of a wide range of areas within an Information Systems context. to equip students with a range of ‘value-added’ skills sought by IT employers e.g.
industry Professional Certification qualification.
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to equip students with both technical IT skills and ‘client-facing’ business skills; thereby ensuring that they are the ‘hybrid employees’ sought after by the IT industry.
to encourage the practice of troubleshooting and problem solving strategies within a broad IT context.
to offer students an opportunity to develop advanced expertise in a specialist field relevant to their skills and professional career aspirations.
Additional generic postgraduate aims: to develop research and development skills for use in project work and production of
research reports. to develop students’ intellectual, practical and personal skills in the area of Information
Technology consistent with masters level study. to undertake a substantial individual project which utilises current and up-to-date IT
techniques and tools. to encourage students to reflect critically on their own experiences, to develop their own
capabilities and to regard themselves as life-long learners.
11 Course learning outcomes. Learning outcomes are statements of what a student is expected to understand or be able to do after completing the process of learning.
LO1: Knowledge and Understanding On completing the course students will be able to:
• demonstrate a deep understanding of relevant and contemporary IT issues – both from a technical and an end-user perspective;
• demonstrate a critical appreciation of the process of IT project development and the tools available to developers;
• demonstrate a high level of comprehension in choosing and applying development methods and tools;
• apply research skills and methods to current areas within the field. • demonstrate an ability to plan, execute and report on system development and on
project evaluation. • develop competence in areas of problem-solving, troubleshooting, working within
teams, communication, decision making, self-management and self-presentation as applicable to the world of work.
• evaluate the ethical, social, legal and professional issues involved in developing and deploying IT Systems.
LO2: Cognitive skills By the end of the course the student is expected to develop higher order skills that are reflected in the student’s ability to:
• carry out independent scholarly and practical research and investigation. In particular, an ability to use such knowledge to provide analysis and evaluation of specific issues and problems related to the development and management of IT projects;
• develop and apply intellectual and critical skills to the theories and ideas related to the synthesis, development and evaluation of IT projects;
• detect and resolve issues related to the deployment, maintenance and evolution of IT systems;
• carry out evaluation and comparison of a range of technological offerings related to information technologies in modern organisations;
• carry out a critical review of the literature and be aware of alternative approaches to the development of IT projects.
LO3: Transferable skills including those of employability and professional practice The most useful practical skills, techniques and capabilities are to:
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• act as an intermediary between technical specialists and user groups; • communicate ideas and information effectively by oral, written and visual means; • work effectively both in a team and independently on a given task or project; • take a trouble-shooting, problem-solving approach to existing IT projects; • think critically by questioning given information, testing hypotheses, formulating policy
suggestions; • apply effective time-management and self-management skills.
LO4: Subject-specific practical skills On completion of the course students will be able to: • carry out a user requirements analysis, using critical judgement; • plan, carry out and report on an individual IT project; • competently utilise trouble-shooting strategies in different areas of an IT project; • develop the use of appropriate testing and evaluation techniques; • develop strong skills in mediating between technical developers and clients; • identify the strategic role for IT in an organisation; • be competent communicators of complex ideas and analysis by oral, written and
visual means.
12 Indicative learning and teaching hours for the course. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements. Please give an indication of the percentage of anticipated learning hours for the course at each level, taking into account core modules and indicative options. Students should note that these figures may change depending on the exact combination of options taken.
Method Description and percentage of learning hours
Scheduled learning and teaching activities
Level 3
Level 4
Level 5
Level 6
Level 7
320, 17.7%
Guided independent studies
Level 3
Level 4
Level 5
Level 6
Level 7
1480, 82.3%
Workplace observation/Placement/field-trips/study abroad
Level 3
Level 4
Level 5
Level 6
Level 7
0
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TOTAL LEARNING HOURS FOR THE COURSE
1800
13 Describe the arrangements for promoting reflective learning/personal development planning on this course
Students are encouraged to participate in the class discussion in the discussion board in VLE (eg. Weblearn, Skype) reflect on what they have learned in each module, and to maintain a personal development portfolio. Formative feedback and summative feedback for the assessment are provided to encourage students to reflect and enhance their work before final submission.
14 Description of course and its structure. Around 150 words, written to be accessible to a lay audience, to be used for marketing purposes. Identify the course’s distinctive features (and unique selling point). What is the pattern of delivery?
The course aims to develop a good understanding and knowledge of current and emerging IT and computer technologies. It will equip students with a combination of relevant technical skills and 'client-facing' awareness in preparation for, or in enhancement of, a career within the IT industry. USPs:
• The distance learning delivery mode offers significant flexibility whereby all teaching and learning materials are provided in the most advanced Virtual Learning Environment.
• Students can obtain an engaging and rewarding study experience with regular
guidance, on-going support and timely feedback throughout their course from experienced academic tutors.
• A variety of on-line facilities are available for interaction between both students and
tutors, as well as among students. • The course is specifically designed for career enhancement. It aims to equip students
with a wide range of necessary knowledge and skills highly valued by employers and IT industry. These include mobile computing, IT security management, advanced databases and software project management.
• Modules such as “Database Systems with Professional Certification” and “Mobile
Applications Design and Development” will provide additional value to the students by preparing them for industry recognised professional certifications.
The course runs over three stages: Stage 1: Students attend an online Induction session for at the beginning of their first semester. Stage 2: Students complete the following six 20-credit modules.
Database Systems with Professional Certification Mobile Applications Design and Development IT Security Management
Software Project Management Communication Technologies for IT Research and Development Skills Stage 3: Students take the 60-credit MSc Project module on completion of stage 2.
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15 Teaching site(s) for course
distance learning [click to select location] [click to select location]
16 PSRB accreditations (where relevant) None
17 Exemptions from Professional Body examinations (where relevant)
None
18 Principal QAA Subject Benchmark Statement (where relevant)
The programme design has been informed by the “Benchmarking Standards For Taught Masters Degrees In Computing”, April, 2008 - sponsored by the Council Of Professors and Heads of Computing (CPHC) and the British Computer Society, supported (but yet to be adopted) by QAA (http://www.cphc.ac.uk/docs/cphc_masters_april_final.pdf)
19 Other external reference points None
20 Expected length of course
Full Time 12 months for September entry 16 months for February entry (including a Summer break)
Part Time Note: Part time students normally taketwo semesters to complete the 60-credit MSc project.
24 months: for September or January entryand take 2 modules per semester. September entry
January entry
40 months: for September entry and take 1 module per semester.
44 months: for February entry and take 1 module per semester.
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Other (please specify)
21 Admissions requirements, to be demonstrated through certificated or experiential learning (around 30 words)
The minimum entry requirement is normally a lower second-class Honours Degree in a related subject, for example, BSc Business Information Technology; BSc Business Computing; BSc Computing and Information Systems. Applicants with extensive industrial experience in relevant skills may also be considered. Although extensive programming skills are not a prerequisite, exposure to the following should be evidenced:
• developing prototype applications within an object-oriented environment; • designing and developing a relational database; • familiarity with the concepts of security and project management; • an understanding of fundamental concepts in telecommunications and computing; • familiarity with the concepts of developing human computer interfaces.
Candidates may be interviewed at the discretion of the Course Leader or a delegated representative of the Course Leader. In cases where an applicant seeks admission to the course on the basis of relevant work experience, the decision to offer a place will be taken by the Course Leader alone. There will be some opportunity for students to transfer credits gained on related masters level programmes of study at this or other universities. All such requests will be approved at the discretion of the Course Leader. For applicants who have been awarded the Graduate Certificate in Computing by London Metropolitan University, the decision to offer a place will be made by the Course Leader. For overseas applicants, the minimum entry requirement is an undergraduate degree of 4 years duration OR a postgraduate degree from a government approved or accredited institute or University with an overall mark equivalent to a UK second-class Honours Degree. Qualifications other than these are subject to the approval of the Course Leader. If English is not the applicant’s first language or the medium of previous study is not English, an IELTS score of 6.0 or above, a TOEFL score above 600, or a TOEFL on-line test score of 250 or above (or equivalent, as approved by the Course Leader) is required to qualify for the course.
22 Details of organised work experience, work based learning, sandwich year or year abroad available during the course (if applicable)
N/A
23 Other external links providing expertise/experience available during the course
More details about external links can be found from the following links www.londonmet.ac.uk/depts/cctm/bus_links_ent/ www.londonmet.ac.uk/depts/cctm/student_pages/careers.cfm
24 Arrangements on the course for careers education, information and guidance
Information about the university’s career services and guidance will be provided to students Via VLE (eg. Weblearn). The Faculty’s World of Work (WOW) Agency offers opportunities to enhance employability skills, gain real experience and 'earn while you learn' through placements into real client-driven projects - working with business and industry. Suitable students will be invited to participate in these projects.
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25 Career, employability and opportunities for continuing professional development. Around 35 words, written in language which is as accessible as possible to a lay audience, to be used for marketing purposes. Should include examples of potential career destinations and how the skills and abilities gained through the course contribute to career development.
Specialist technical competency and extensive programming skills are not always prerequisite for certain jobs such as Project Manager, Business Analyst, Database Administrator, IT Manager. What is required are postgraduates who have a thorough grounding knowledge of the IT area and the issues surrounding it. Also required by the IT industry are ‘hybrid employees’ who possess generic IT skills coupled with business and project management awareness and also ‘client-facing’ IT skills. On completion of the course graduates will be equipped to work in areas which require a combination of technical and non-technical skills. Graduates will be eligible to work in areas such as Database Administration, Project Management, Business or Systems Analysis, IT Consultancy, Support Services, Product Management and Training. On completion of the course graduates will have some Oracle Professional Certification which they may pursue to become fully certified professionals within a range of pathways. The School of Computing has a monthly Student Enterprise Workshop (SEW) series, which aims to make our students more aware of what is happening in the industry, and benefit from industrial liaison by inviting speakers from industry partners, alumni and other businesses and organisations.
Section Two: COURSE STRUCTURE AND ASSESSMENT
26 Course assessment strategy
This course has an all-core module structure. Modules are assessed by Coursework with built-in oral presentation/viva component. Assessment is undertaken by a variety of formative and summative assessment methods, including:
• individual research projects; • individual work on case studies;
the development of a software application;
the reporting of application design and development;
demonstrations and oral presentations;
the compilation of workbooks;
the authoring of a Personal Development Plan. Formative assessment such as small individual assignments, report writing, and presentationswill assess the level of cognitive skills acquired by the students throughout the course. Summative assessment such as module long coursework and oral presentation will provide concrete evidence of the level that these cognitive skills have been learnt. As students progress through the levels of study they will be confronted with more complex cognitiveskill assessment such as research reports and components of the final MSc project.Contextualised, realistic coursework scenarios which generally require team work (including development of team leadership skills), role play, and client requirements elicitation would form the bulk of assessment of these transferable skills. In IT projects the process of development is as important as the final outcome and many of these professional and employability skills are highlighted in the way the student works on a project, as opposed to the final result of the project. The process of projectdevelopment is facilitated by the tutors and assessed formatively and summatively.
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Some skills (such as conducting surveys, requirements elicitation and test planning) are assessed from the documentation and other supporting materials which are submitted for assessment. Online demonstrations and presentations of developed systems provide a useful mechanism for assessing and authenticating the practical skills acquired by students. Both formative and summative feedback is provided to the students at various and appropriate stages of their study for the module. Among the key issues in a distance learning delivery course are authenticationand plagiarism detection of student work. In the QAA Code of practice for the assurance of academic quality and standards in higher education, Collaborative provision and flexible and distributed learning (including e-learning) – Amplified version October 2010, it stated: “In some FDL environments, there may be particular issues relating to the authentication of a student's work, especially when assessment is conducted on-line or remotely. As a starting point, students should at least be provided with a statement which explains the awarding institution's position on the use of unfair means and the penalties which may ensue, and requires them to confirm acceptance of the terms of that statement.” To address these issues, each student on this course is required to electronically sign the acceptance of the “academic honesty statement” at the beginning of each module. The statement will specify the university's position on the use of unfair means and the penalties it may impose on any student misconduct. Authenticate student identity:
The authenticated copy of the students’ photo ID must be submitted to the University as part of the enrolment process.
The student photographs will be made available to all online tutors to verify and confirm the identity of the students during any required oral assessments.
Authenticate student work:
Regular online communication takes place between students and online tutors. This allows the tutors to not only monitor student’s performance but also identify any unusual patterns of achievement.
Online viva/presentations are organised for all modules, partly to authenticate/evidence student work.
A suitable plagiarism-detection tool, Turnitin (within Weblearn), will be used for all essay type coursework submission to identify and prevent plagiarism and collusion.
27 Course Structure Diagram
Level Seven (Delete as appropriate)
Semester
Module Code
Module Title Status Credits Notes
autumn period (15 weeks)
CC7173DL Mobile Application Design and Development (Distance Learning)
Core
20
autumn period
CC7174DL Database Systems with Professional Certification (Distance Learning)
Core
20
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(15 weeks)
autumn period (15 weeks)
CS7073DL
Communication Technologies for IT(Distance Learning)
Core
20
spring period (15 weeks)
CC7175DL IT Security Management (Distance Learning)
Core
20
spring period (15 weeks)
CC7176DL Software Project Management (Distance Learning)
Core
20
spring period (15 weeks)
FC7004DL Research and Development Skills (Distance Learning)
Core
20
other (see notes field for details)
FC7P05DL MSc Project (Distance Learning)
Core
60 The MSc project module will run in Autumn, Spring, Summer and year long period.
28 Mapping matrix of modules delivering the course learning outcomes
Course learning outcome (list all) Met by module aim/learning outcome (list all relevant module titles)
LO1: Knowledge and Understanding Database Systems with Professional Certification: LO1-3, Mobile Application Design and Development: LO3-5, Research and Development Skills: LO1-3, IT Security Management: LO1-4, Communication Technologies for IT: module aim, Software Project Management: LO6-7, MSc Project: LO1-11.
LO2: Cognitive Skills Database Systems with Professional Certification: LO4, Research and Development Skills: LO1-3, IT Security Management: LO5-6, Communication Technologies for IT: LO1-2, Software Project Management: LO3-5, MSc Project: LO4, LO11
LO3: Transferable skills including those of employability and professional practice
Database Systems with Professional Certification: LO1-3, Research and Development Skills: LO1-3, IT Security Management: LO1-4, Communication Technologies for IT: module aim, Software Project Management: LO1-5, MSc Project: LO7,LO11
LO4: Subject-specific practical Skills Mobile Application Design and Development: LO1-2;Database Systems with Professional Certification: LO1-2, Research and
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Development Skills: LO1-3, IT Security Management: LO1-3, Software Project Management: LO1-5, MSc Project: LO7, LO10
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Which modules are core-compulsory and thus required to be taken to gain specific awards? Please specify if there are any combinations of modules that a student is required to take to gain either the highest level of award or one of the interim awards listed in section3.
This course has an all-core structure. Students are required to take all six 20-credit taught modules and a60-credit MSc Project module as specified in the course structure (see details in Section 27). None of the six 20-credit taught modules requires a prerequisite. The MSc Project would normally be undertaken following the successful completion of the six 20-credit taught modules. PG Diploma is awarded following the successful of any combination of modules to the value of 120 points. PG Certificate is awarded following the successful of any combination of modules to the value of 60 points.
Section Three: COURSE SPECIFIC REGULATIONS
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Courses shall conform to both framework and University Academic Regulations. Where a course in addition has course specific regulations which have been formally approved by the University, these should be included below.
The course conforms to both University Scheme and University Academic Regulations.
Section Four: OFFICIAL USE AND CODES– responsibility for completion is as indicated
31 (Faculty) Course Leader at time of approval
Dr Yanguo Jing
32 (Faculty) Source of funding Tuition fees
[click to select source of funding 2]
[click to select source of funding 3]
Other: please complete as appropriate
33 (QEU) Original date of approval
34 (QEU) Course approved to run from
35 (QEU) Course specification version number
36 (QEU) Revision date (specify cohort)
37 (Academic Registry) London Met course code
38 (Academic Registry) Route code
39 (Planning Office) JACS code
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Appendix 3
LONDON METROPOLITAN UNIVERSITY
Module Specification template
Section One: ABOUT THE MODULE
1 Module title Communication Technologies for IT (Distance Learning)
2 Module code CS7073DL
3 Module level and credit rating Level 7 20
4 Faculty Life Sciences and Computing
5 School/Subject Discipline Computing
6 Teaching site(s) for course
distant learning [click to select location] [click to select location]
7 Teaching period Autumn (15 weeks)
8 Pattern of attendance Distance Learning
9 Required prior learning
10 Module description
This module aims to develop an understanding of all means of digital communication technologies and the underlying principles and standards that make them possible. Topics include wireless technology, broadband communication, mobile communication, Internet communication and web servers, cloud/grid computing, geo-computing, net-centric computing, communication systems and services, multimedia communication, and security in communication technologies. This module aims to understand communication technologies for computing and IT professionals.
11 Module aims
The overall aims of the module are to facilitate and provide an understanding of all communication technologies in wired, wireless, mobile and Internet, and their underlying principles and standards for computing and IT professionals.
12 Module learning outcomes
On successful completion of this module, students will be able to demonstrate: - an understanding of underlying principles of local area network, metropolitan area network and wide area network topologies. - an understanding of underlying principles of home area network, personal area network and body area networktechnologies. - an understanding of wireless technology and mobile communication. - an understanding of broadband communication technology. - an ability to understand Internet communication and web servers. - an awareness of cloud/grid computing, geo-computing and net-centric computing. - an understanding of communication systems and services. - an understanding of multimedia communication. - an awareness of various securities in all communication technologies.
13 Indicative syllabus – for full details see section C in Module Booklet
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* Local area network, metropolitan area network and wide area network topologies * home area network, personal area network and body area network technologies * Wireless technology * Broadband communication * Mobile communication * Internet communication and web servers * Cloud/grid computing, geo-computing and net-centric computing * Communication systems and services; multimedia communication * Security in communication technologies
14 Indicative bibliography and key on-line resources – for full details see section D in Module Booklet
William Stallings, Business Data Communications: International Version, Pearson; 6th edition, ISBN-10: 0136065430, ISBN-13: 978-0136065432, 1st Jan 2009. William Stallings, Wireless Communications and Networks. 2nd Edition, Prentice Hall, ISBN 0-13-191835-4, 2005. Douglas H. Morais, Fixed Broadband Wireless Communications: Principles and Practical Applications, Prentice Hall; 1 edition, ISBN-10: 0132886022, ISBN-13: 978-0132886024, 2nd Sep 2011. Leslie Haddon (Author), Nicola Green, Mobile Communications, Berg New Media Series, ISBN-10: 1845208145, ISBN-13: 978-1845208141, 1st Nov 2009. Todd Kitta, Brett Grego, Chris Caplinger, Russ Houberg, SharePoint Server 2010 Enterprise Content Management, Publisher: John Wiley & Sons, ISBN-10: 0470584653, ISBN-13: 978-0470584651, 20th Sep 2011. Toby Velte, Anthony Velte, Robert C. Elsenpeter, Cloud Computing, A Practical Approach, Publisher: McGraw-Hill Osborne, 1 edition, ISBN-10: 0071626948, ISBN-13: 978-0071626941, 1st Nov 2009. Huilin Xing, Advances in Geocomputing (Lecture Notes in Earth Sciences), Publisher: Springer, ISBN-10: 3540858776, ISBN-13: 978-3540858775, 26th Mar 2009. Lillian N. Cassel, Thomas J. Connolly, Paul N Schragger, Net Centric Computing, Publisher: Prentice Hall, 1st edition, ISBN-10: 013142372X, ISBN-13: 978-0131423725, 1st July 2006. PANDYA RAJ, Mobile And Personal Communication Systems And Services, Publisher: Prentice Hall India; 1st edition, ISBN-10: 8120317106, ISBN-13: 978-8120317109, 1999. Mario Marques da Silva, Multimedia Communications and Networking, Publisher: CRC Press; 1st edition, ISBN-10: 1439874840, ISBN-13: 978-1439874844, 5th April 2012. Robert Fischer, Edward Halibozek MBA, Introduction to Security, Publisher: A Butterworth-Heinemann Title; 8th edition, ISBN-10: 0750684321, ISBN-13: 978-0750684323, 29th April 2008. James F Kurose and Keith W Ross, Computer Networking – a top-down approach, sixth ed., ISBN-13:978-0-273-76896-8, ISBN-10: 0-273-76896-4.
15 Learning and Teaching strategy for the module including approach to blended learning, students’ study responsibilities and opportunities for reflective learning/pdp
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The distance learning delivery of the module allows the student the flexibility of studying for the module in their own time in their own style at their own location, while receiving effective guidance and support throughout the module. The University’s state-of-art Virtual Learning Environment (VLE) is used to provide a highly interactive, supportive and collaborative learning experience for the students. A wide range of synchronous and asynchronous facilities are used where appropriate for the effective delivery and assessment of the module. Among these facilities are WebLearn learning materials, video lectures, discussion board and online forum, and online presentation, viva and feedback. Students are encouraged to become active participants, rather than passive recipients, of this learning process. This module requires students to do two courseworks, Research, application, presentation and report for coursework 1 and Computer simulation for coursework 2. In each coursework, the module leader requires to provide the followings to students via VLE (e.g. Weblearn): • Clear description of required learning activities including required reading list and exercises. • Lecture slides and/or other supporting materials. • Answer questions posted on the discussion forum on the VLE and facilitate the discussion among students. • a clear description of tasks, submission instruction, submission deadlines, assessment criteria and marking sheet. Students are required to: • Complete required learning activities. • Post questions related to module to the correct Forum in discussion board and engage in online discussion with peers and with the tutor. • Submit solutions to assignments and the final assessment on time in accordance with published procedures by the given deadline. • complete 200 hours of study. • regularly check mail boxes, notice boards, e-mails for update on the module. Opportunities for feedback will be available throughout the semester and also on draft attempts of courseworks 1 and 2. There will be four learning units throughout the semester which will contribute towards the development works of courseworks 1 and 2, where formative feedback for eachunit will be provided. There will be an assessment at the end of each coursework, where summative feedback for will be provided within three weeks after the submission deadline. Students are expected to complete a total of 200 learning hours for this module. This includes:
48 hours – guided learning, teaching and related activities (synchronous & asynchronous), including 12 hour online communication with the tutor;
152 hours – guided independent study.
16 Indicative learning and teaching hours for the module. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements (where relevant).
Method Description and percentage of learning hours
Scheduled learning and teaching activities 48 hours – Guided learning, teaching and related activities, including 12 hours online communication with the tutor
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Guided independent study 152 hours
Placement/study abroad 0
TOTAL LEARNING HOURS FOR THE MODULE
200 hours
17 Assessment strategy
• Assessment methods: - Coursework 1: A technical report (60%). - Coursework 2: Computer simulation (40%). • Assessment profile: - Coursework 1 provides students with the opportunities to carry out research on current issues in communicationtechnologies for computing and ITprofessionals. - Coursework 2 provides students with the opportunity to conduct computer simulation
related to the coursework 1. Courseworks 1 and 2 are designed to enhance learning in communication Technologies in IT and also offer an IT related computer simulation, the phases of which are highly specified.
• Timing of assessment: - Coursework 1 is assigned during week one – induction week and is due for submission on week seven. - Coursework 2 is assigned during week eight and is due for submission on week 13. Misconceptions or weaknesses are identified throughout the semester, before students commit significant effort to development, implementation and testing.
18 Arrangements for formative and summative feedback
• Opportunities for formative feedback: - Throughout the semester and at the end of each unit. • Opportunities for summative feedback: - Within three weeks after the submission deadline of courseworks 1 and 2.
There will be an online oral presentation for the courseworks and verbal feedback will be provided at the end of the presentation.
19 Description of assessment items
Assessment Method
Description of Item %
weighting
Week Due
If not pass on aggregate, explain what is required to pass the module
Coursework Research, application, presentation and report
60%
7
Coursework Computer simulation and presentation
40%
13
Choose an assessment
method.
Choose an assessment
method.
Section Two: FACULTY USE
20 Nominated External Examiner
21 Nominated Module Leader at time of approval Prof. Hassan Kazemian
22 Courses to which this module contributes and whether Core or Option
Core for MSc Information Technology ( Distance Learning)
57
Section Three: OFFICIAL USE AND CODES– responsibility for completion is as indicated
23 Original date of approval (QEU)
24 Module approved to run from (QEU)
25 Revision date (specify cohort) (QEU)
26 Module specification version number (QEU)
27 SITS Mark Scheme (Academic Registry)
28 Subject Standards Board Name (Academic Registry)
58
Appendix 4
Online Learning Working Group (OLWG) 2013-14
Academic Registry Dr Graham Taylor-Russell Amanda Lane Centre for the Enhancement of Learning & Teaching (CELT) Assoc Prof Digby Warren Charl Fregona Faculties Peter Chalk, Life Sciences & Computing Dr Sheila Lodge, Social Sciences & Humanities (Chair) Assoc Prof Steven Curtis, Social Sciences & Humanities Information Systems & Services (ISS) Sandra Heidecker Library Catherine Phillpotts Quality Enhancement Unit (QEU) Catherine Connor Harvey Hurree Daniel Dawes
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