1. Programme developments Coherence within the curriculum

2. intranet.open.ac.uk/cobe c.h.edwards@open.ac.uk m.e.harvey@open.ac.uk COBE Centre for Outcomes-Based Education

3. From courses to programmes

5. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

6. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

7. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

8. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

9. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

10. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

11. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

12. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

13. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

14. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

15. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

16. Qual 1 Qual 2 Open degree Level 1Level 2Level 3 Pathways through courses within a programme

17. Course 1 Course 2 Course 3 Course 4 Course 5 Course 6 Qualification learning outcomes Course and qualification learning outcomes - relationship

18. Course 1 Course 2 Course 3 Course 4 Course 5 Course 6 Qualification learning outcomes Course 2a Course replacement

19. Tools/processes Programme committees actively manage For new qualifications/courses – the stage gate process Curriculum maps support both of these PLANET holds records for the University

20. Curriculum maps enable programme committees to manage coverage, coherence and progression of the learning outcomes at award level. Slightly modified it can also be a valuable tool for managing courses.

21. Resources Curriculum Management Guide, online resource ‘Using Learning Outcomes’ booklet ‘Undergraduate Levels Framework’ booklet ‘Enhancing Employability’ booklet ‘Integrating Information Literacy Into the Curriculum’ booklet

22. Qualification-based assessment To provide knowledge and evidence about award-based assessment Implications of award structures on assessment at course level Builds on work already undertaken by COBE on the move to programmes, the coherence of student pathways within awards and the cost implications of the increasing use of ECA and project work, particularly at level 3.

23. Vertical coherence Aims: –Providing progressive assessment as students work towards awards within programmes of study –Students on particular pathways not being over exposed to one form of assessment, and assessment at one level should prepare students for the next stages of the award.

24. Horizontal coherence Aims: –Shared understanding of meaning of study at a particular level in terms of the learning outcomes developed and how they are assessed –Greater awareness of levels may in turn help the vertical coherence of awards

25. Projects Working with colleagues from 4 Programme areas. Childhood and Youth Studies, Arts and Humanities, Psychology, Science. Vertical coherence, ‘capstone’ award assessment, sector review of different forms of assessment, implications of award-based assessment. Outcomes in June 2008.

26. COBE Centre for Outcomes-Based Education intranet.open.ac.uk/cobe c.h.edwards@open.ac.uk m.e.harvey@open.ac.uk