Criterion 04: Course/Module Design and Development

Common Standards

Standard 4.1, 4.2      

Programme specific Standard

Standard 4.3
The courses are designed in compliance with SLQF credit 
  • Total credit requirements of the undergraduate programmes are complying with the UoM requirement, and can be mapped in to SLQF

4.3.1

 

Handbook  - Pg 37

Curriculum

Letter to UGC - claiming for SLQF Level 7
  • Follows policy and procedures on course design.

4.3.2

University QA Policy Framework

Standard 4.4
University approved standard formats/templates/ guidelines for course/module design and development are used and complied with during the design and development phases.
  • Uses senate approved course design templates in proposing new curriculum/ courses or revising existing curriculum and syllabi. 

4.4.1

 

Curriculum and Syllabus templates for new programmes, new modules, revisions -  Old format

Curriculum and Syllabus templates for new programmes, new modules, revisions - New format
  • Consideration of student feedback summaries, peer reviews, and the lecturers’ comments on the previous offering of subjects when revising modules or introducing new course modules

4.4.2

 

Student Feedback summaries

Peer review forms

Lecturer’s/ Examiner’s Comments
Standard 4.5, 4.6 

Programme specific Standard

Standard 4.7
The courses have a clear course specification that provides a concise description of the ILOs, contents, teaching learning and assessment strategies and learning 
  • Course specifications: Course Outline is available on LMS, containing the course objectives, learning outcomes, the plan for continuous assessments, recommended textbooks, and the nature of the final examination (eg: open book/ closed book)

4.7.1

Excerpts from courses - Materials on course outline
  • Course material is made available to students in LMS. 

4.7.2

Course learning material
  • Student handbook provides an overall idea on the course modules offered

4.7.3

Handbook (Pg 25, 33)
Standard 4.8
Course design specifies the credit value, the workload ( notional learning hours) as per SLQF, broken down into different types of learning such as direct contact hours, self-learning time, assignments, assessments, laboratory studies, field studies, clinical work, industrial training etc. 
  • Faculty specifies the number of lecture and tutorial/laboratory hours, assignment weightage together with the curriculum, detailed syllabi, and semester timetables.

4.8.1

 

Curriculum document

Detailed syllabus of a subject (current and new)

Semester timetables
  • The self-learning time for modules such as independent study and projects are indicated in the curriculum as a credit weight and in timetables

4.8.2

 

Detailed syllabi of Independent study and Projects

Timetable (L3, L4)
  • course specifications of the programme of study;

4.8.3

Handbook 2018/2019
Standard 4.9

Programme specific Standard

Standard 4.10
Course design & development takes into account the needs of differently abled students by employing teaching & learning strategies which make the delivery of the course as inclusive as possible 
  • Course design and development has considered accommodating differently abled students.

4.10.1

 

Photographs for accessibility for differently abled students

Access to online learning material via LMS

Special arrangements in lecture halls and laboratories with special chairs/ tables etc.
Standard 4.11
With respect to credit weight and volume of learning, courses are scheduled and offered in a manner that allows the students to complete them within the intended period of time. 
  • Students’ workload per year is balanced in two semesters

4.11.1

List of subjects offered in different semesters
  • Maintains approximately 35 credits per year

4.11.2

 

Proposed curriculum

curriculum map
  • Consideration of Student feedback

4.11.3

Feedback forms (related questions highlighted)
  • Faculty academic advisors monitor the credit load taken by students

4.11.4

Module registration form
  • Reading weeks have been specified in the academic calendar

4.11.5

Academic Calendar
Standard 4.12
Course content has adequate breadth, depth, rigour and balance and the teaching programme can be successfully completed within the planned time. 
  • Faculty adheres a course design policy;

4.12.1

University/Faculty and Department curriculum meeting minutes
  • Courses are evaluated by taking feedback from students

4.12.2

Feedback summaries
  • evidence of use of SLQF

4.12.3

Semester credits allocation
  • The Faculty has a relatively low dropout rate

4.12.4

Report on dropped-out students
  • Semester duration, intended course duration (effective date)

4.12.5

Academic Calendar

 

Standard 4.13       

Programme specific standard

Standard 4.14
The staff involved in instructional design and development have been trained for such purposes and undergo regular training. 
  • Academic staff attend training session regularly

4.14.1

Details of the trainings attended by staff
  • Academic staff conduct training sessions to disseminate knowledge

4.14.2

Photos of the training session/ certificates
  • Apply relevant pedagogy in module delivery

4.14.3

 

Course description and detailed syllabus with Learning outcomes

In-class group activities/ presentations/ tutorials/ Instructor led lab classes / take home assignments
  • Conduct evaluation of the courses through Student feedback and peer reviews

4.14.4

 

feedback summaries/ individual feedback

Peer observation forms
Standard 4.15
Appropriate and adequate resources for course design, approval, monitoring and review processes are made available by the Faculty/Institute. 
  • Appointment of committees and reviewers

4.15.1

 

Curriculum revision committee appointment – Departmental meeting minutes, Faculty meeting minutes

Faculty board meeting minutes

External reviewers’ comments    
  • Official forums to discuss the course design

4.15.2

Faculty Academic Committee meeting minutes
Standard 4.16
Course approval decisions are taken after full consideration of design principles, academic standards, and appropriateness of the learning opportunities available, monitoring and review arrangements and content of the course specification. 
  • Adhering to institutional course approval process

4.16.1

Minutes of meetings of Faculty Board, Faculty Academic Committee, Senate, Curriculum and Evaluation committee, By-laws committee, Council, IQAU; University QA Policy Framework
  • Conforms with university course approval process, monitoring and reviewing

4.16.2

 

Flow chart of curriculum development and approval process

University QA Policy Framework

Industry View Report
Standard 4.17
Relevant staff are made aware of the criteria against which the course proposals/ specifications are assessed in the course approval process. 
  • All academic staff are members of FAC where the matters related to curriculum and syllabi are discussed.

4.17.1

 

Senate approved template for programmes/ proposals

Copies of emails containing the template for informing the staff

Minutes of meetings of FAC, FB, Senate

Sample detailed courses modules.
  • Faculty has nominated staff members for workshops organized by UGC QA on curriculum development according to SLQF

4.17.2

 

Nominations for workshops

Workshop attendance/ Certificates
 
Standard 4.18
The Faculty’s/Institute’s IQAC adopts internal monitoring strategies and effective processes to evaluate, review, and improve the course design and development, and course approval processes. 
  • IQAC collects, monitors and reviews information from academic staff and students for continuous improvement

4.18.1

 

Minutes of FQAC meetings

Minutes of FAC meetings

Minutes of staff-student liaison meeting

Minutes of FB (with industry representatives)
  • The faculty constantly receives feedback from industry experts who are engaged with teaching, facilitating projects and training

4.18.2

 

Details of visiting lecturers from industry

Industry experts’ feedback
  • Obtain industry feedback during career fair

4.18.3

Photographs of the career fair
  • Internal QA policies and plans and mechanisms communicated to all staff;

4.18.4

 

Copies of emails

Minutes of FQAC meetings

Minutes of Faculty Academic Committee meeting
Standard 4.19  

Programme specific Standard

Programme Specific Standards: B.Sc. (Hons.) in IT

Specific Standards 4.1 - B.Sc. (Hons) in IT
Course design and development is by a course team with the involvement of internal and external subject experts, and each member is made aware of his/her respective roles and responsibilities. 
  • Formation of expert groups for subject areas

4.1.1_IT

Minutes of FAC
  • Appointment of Departmental Curriculum Revision Committee

4.1.2_IT

Meeting minutes

  • Appointment of Faculty Curriculum Revision Committee

4.1.3_IT

Meeting minutes
  • Industry experts’ feedback is concerned in designing/revising courses

4.1.4_IT

Minutes/Notes of formal and informal meetings and discussions with industry experts
Specific Standards 4.2 - B.Sc. (Hons) in IT
The courses are designed to meet the programme objectives and outcomes and reflect knowledge and current developments in the relevant field of study/ subject areas. 
  • Programme has programme specific aims, and learning outcomes at an abstract level

 

4.2.1_IT

 

Programme Description – Handbook, sample course outlines

Subject alignment matrix
  • In detailed syllabi of courses, abstract level programme aims and learning outcomes are further realized into course level, as course objectives and course ILOs respectively.

4.2.2_IT

 

Detailed syllabi
  • Course Specification

4.2.3_IT

Course outline in LMS
Specific Standards 4.5 - B.Sc. (Hons) in IT
Each course is designed in a manner that contents, learning activities and assessment tasks are systematically aligned with the course outcomes which in turn are aligned with the programme outcomes (constructive alignment). 
  • Courses are designed in a manner to support developing graduates matched with the graduate profile

4.5.1_IT

 

Graduate profiles

Student Handbook
  • Senate approved documents (course design templates) are used to present various types of courses including normal taught courses, and special courses which promote self-learning.

 

4.5.2_IT

Course syllabus template for

  • normal course module
  • independent study
  • Projects
  • Exclusive courses for BSc(Hons) IT programme

4.5.3_IT

 

Curriculum

Syllabi for Sri Lankan studies
Specific Standards 4.6 - B.Sc. (Hons) in IT
Course design and development takes into account student-centred teaching strategies enabling the students to be actively engaged in their own learning. 
  • provide modules encouraging student’s independent thinking and skills

4.6.1_IT

 

detailed syllabi of Independent study

Project
  • Further enhancements were done in the proposed revision (approximately 24 credits) (Eg: Credits allocated for Level 1 and Level 2 projects have been increased extensively considering the level of student-centered learning expected)

4.6.2_IT

 

Proposed curriculum and syllabi

Comparison of the Detailed syllabi of Level 1 and Level 2 projects in the ongoing curriculum and the proposed curriculum

Curriculum revision meeting minutes

Detailed syllabus of L4 project

  • Lecturers adopt student centered learning in varying degrees to the course modules taught.

4.6.3_IT

Course Material, Assessments

Eg: B15 HCI lecture series (moodle)
  • Student centered assessments

4.6.4_IT

Evidence for conduct of such assessments (Eg: Photograps)
  • At the end of each offering of the course, feedback from is collected , of which the summaries of feedback are used as  measures for course evaluation.

4.6.5_IT

 

Student feedback form

Feedback summaries
Specific Standards 4.9 - B.Sc. (Hons) in IT
Course design and development integrates appropriate learning strategies for the development of self-directed learning, collaborative learning, creative and critical thinking, life-long learning, interpersonal communication and teamwork. 
  • Dedicated course modules to promote self-directed  learning (Eg: Independent study

4.9.1_IT

Faculty / Department curriculum meeting minutes (with evidence of including the indicated modules)
  • Collaborative learning - Group projects (L1, L2, L4)

4.9.2_IT

 

Curriculum revision meeting minutes

Detailed syllabi of L1, L2, L4 projects
  • Creative and Critical thinking - SCRATCH sessions, L1 project, Mathematics

4.9.3_IT

 

Course materials

Orientation Plan/ Timetable
  • Interpersonal communication - industry based project

4.9.4_IT

Individual feedback form, and Feedback summaries
  • Teamwork: Projects, group assignments

 

4.9.5_IT

 

Assignment details

Project Group list
  • Detailed syllabi of such modules clearly showcase the course objectives and the intended learning activities to get engaged with.

4.9.6_IT

Course syllabi
  • course evaluation reports over 3 years.

4.9.7_IT

 

Feedback Summaries

Peer review
Specific Standards 4.13 - B.Sc. (Hons) in IT
Course design, development and delivery incorporates appropriate media and technology. 
  • Physical and documentary evidence of use of ICT during design, development and delivery of courses;

4.13.1_IT

 

LMS Captures

Multimedia use (Photo)
  • Student feedback

4.13.2_IT

Individual feedback forms and feedback summaries
  • Course evaluation

4.13.3_IT

Feedback  summaries

Peer review forms
  • Course Delivery

4.13.4_IT

Photographs, Course description on LMS
 
Specific Standards 4.19 - B.Sc. (Hons) in IT
Courses/ modules are evaluated at the end of each course/module with regard to its content, appropriateness and effectiveness of teaching, achievement of learning outcomes and feedback used for further improvement of the course. 
  • Student feedback is available to evaluate the effectiveness of lecturing, tutorials, and lab sessions.

4.19.1_IT

student feedback summaries
  • External moderators are used specially for the final year subjects.

4.19.2_IT

Examiner/Moderator list
  • Comprehensive course evaluation instruments suitable for feedback from students, teaching staff;

4.19.3_IT

 

Peer review forms

Employability reports

Moderators comments from exam papers

Summary of Exam results
  • external and internal examiners; designers of the relevant course.

4.19.4_IT

 

Students comments

Internal and external feedback

 

Programme Specific Standards: B.Sc. (Hons.) in ITM

Specific Standards 4.1 - B.Sc. (Hons) in ITM
Course design and development is by a course team with the involvement of internal and external subject experts, and each member is made aware of his/her respective roles and responsibilities. 
  • Conforms with the faculty agreed procedure in designing/revising courses

4.1.1_ITM

Faculty curriculum revision procedure
  • Departmental Curriculum Revision Committee

4.1.2_ITM

Departmental Curriculum Revision Committee Meeting minutes
  • Faculty Curriculum Revision Committee

4.1.3_ITM

Faculty Curriculum Revision Committee meeting minutes
  • Stakeholder feedback is concerned in designing/revising courses (eg: industry, current and passed out students etc.)

4.1.4_ITM

Minutes/Notes of formal and informal meetings and discussions with stakeholders
Specific Standards 4.2 - B.Sc. (Hons) in ITM
The courses are designed to meet the programme objectives and outcomes and reflect knowledge and current developments in the relevant field of study/ subject areas. 
  • Programme has programme specific aims, and learning outcomes at an abstract level;

4.2.1_ITM

Programme Description – Handbook, sample course outlines
  • In detailed syllabi of courses, abstract level programme aims and learning outcomes are further realized into course level, as course objectives and course ILOs  respectively, to be more suitable for the intake from all 4 streams (skills and knowledge)

4.2.2_ITM

 

Detailed syllabi of

Mathematics modules, Digital systems, Project code

Handbook
  • Course Specification

4.2.3_ITM

Course outline in LMS
Specific Standards 4.5 - B.Sc. (Hons) in ITM
Each course is designed in a manner that contents, learning activities and assessment tasks are systematically aligned with the course outcomes which in turn are aligned with the programme outcomes (constructive alignment). 
  • Courses are designed in a manner to support developing graduates matched with the graduate profile

4.5.1_ITM

 

Graduate profiles

Student Handbook
  • Senate approved documents (course design templates)  are used to present various types of courses including normal taught courses, and special courses which promote self-learning.

 

4.5.2_ITM

Course syllabus template for

  • normal course module
  • independent study
  • Industry visits,
  • Projects
  • Exclusive courses for BSc(Hons) ITM programme

4.5.3_ITM

 

Curriculum

Syllabi (eg: for Industry visits)
  • Composition of supervisors (both from Department of IT and Department of IDS) for projects and independent study

4.5.4_ITM

Supervisor List
Specific Standards 4.6 - B.Sc. (Hons) in ITM
Course design and development takes into account student-centred teaching strategies enabling the students to be actively engaged in their own learning. 
  • The existing curriculum consists of modules (approximately 20 credits) promoting student centered teaching and learning

4.6.1_ITM

 

detailed syllabi of Independent study

 Project
  • Further enhancements were done in the proposed revision (approximately 24 credits) (Eg: Credits allocated for Level 1 and Level 2 projects have been increased extensively considering the level of student-centered learning expected)

4.6.2_ITM

 

Proposed curriculum and syllabi

Comparison of the Detailed syllabi of Level 1 and Level 2 projects in the ongoing curriculum and the proposed curriculum

Curriculum revision meeting minutes/ L1 , L2, L4 project syllabi
  • Lecturers adopt student centered learning in varying degrees to the course modules taught.

4.6.3_ITM

Course Material, Assessments

Eg: B15 HCI lecture series (moodle)
  • Student centered assessments

4.6.4_ITM

Evidence for conduct of such assessments (Eg: Photograps)
  • At the end of each offering of the course, feedback from is collected , of which the summaries are feedback is used as a measure for course evaluation.

4.6.5_ITM

 

Student feedback form

Feedback summaries
Specific Standards 4.9 - B.Sc. (Hons) in ITM
Course design and development integrates appropriate learning strategies for the development of self-directed learning, collaborative learning, creative and critical thinking, life-long learning, interpersonal communication and teamwork. 
  • Dedicated course modules to promote self-directed  learning (Independent study, Industry visits)

4.9.1_ITM

Faculty / Department curriculum meeting minutes (with evidence of including the said modules)
  • Collaborative learning - Group projects (L1, L2, L4)

4.9.2_ITM

 

Curriculum revision meeting minutes/

L1 , L2, L4 project syllabi
  • Creative and Critical thinking - SCRATCH sessions, L1 project, Mathematics

4.9.3_ITM

 

Course materials

Orientation Plan/ Time table
  • Interpersonal communication - industry based project

4.9.4_ITM

 

Individual feedback form

Feedback summaries

Feedback form
  • Teamwork: Projects, group assignments

4.9.5_ITM

Assignment details

Project Group list
  • Detailed syllabi of such modules clearly showcase the course objectives and the intended learning activities to get engaged with.

4.9.6_ITM

Course syllabi
  • Student feedback

4.9.7_ITM

Feedback forms
  • course evaluation reports over 3 years.

4.9.8_ITM

 

Feedback Summaries

Peer review
Specific Standards 4.13 - B.Sc. (Hons) in ITM
Course design, development and delivery incorporates appropriate media and technology. 
  • Physical and documentary evidence of use of ICT during design, development and delivery of courses;

4.13.1_ITM

 

LMS Captures

Multimedia use (Photo)
  • Student feedback

4.13.2_ITM

Individual feedback forms and feedback summaries
  • Course evaluation

4.13.3_ITM

 

Feedback summaries

Peer review forms
  • Course Delivery

4.13.4_ITM

Photography, Course description on LMS
Specific Standards 4.19 - B.Sc. (Hons) in ITM
Courses/ modules are evaluated at the end of each course/module with regard to its content, appropriateness and effectiveness of teaching, achievement of learning outcomes and feedback used for further improvement of the course. 
  • Student feedback is available to evaluate the effectiveness of lecturing, tutorials, and lab sessions.

4.19.1_ITM

student feedback summaries
  • External moderators are used specially for the final year subjects.

4.19.2_ITM

Examiner/Moderator list
  • Comprehensive course evaluation instruments suitable for feedback from students, teaching staff;

4.19.3_ITM

 

Peer review forms

Employability reports

Moderators comments from exam papers

Summary of Exam results
  • external and internal examiners; designers of the relevant course.

4.19.4_ITM

 

Moderators' comments

Internal and external feedback

 

Copyright © 2024 University of Moratuwa.  All rights Reserved.