1. Changing credit: changing curriculum Helen Gale SACWG Conference November 2012

2. Credit and pedagogy Fewer modules / deeper approach to learning Less choice / more core Techno- rationalist / socio-cultural

3. Credit and frameworks What ‘shape’ is 20 credits? ‘Long-thins’ (year long) ‘short fats’ (semester long) Combinations (40 credits) Divisions (5 credits) Model A to Model F 1 4 2 5 36 1 2 3 4 5 6

4. Credit and disciplinarity Whole university model / discipline models Skills based / content based Flexibility / stability

5. The model One = 15 credits Two = 15 credits Three = 15 credits Four = 15 credits Five = 15 credits Six = 15 credits Seven = 15 credits Eight = 15 credits Two = 20 credits One = 20 credits Three = 20 credits Four = 20 credits 8 x 15 = 120 credits per year 6 x 20 = 120 credits per year Five = 20 credits Six = 20 credits R

6. Credit and whole course design What ‘shape’ is 360 credits? Modular choice / overall coherence Course learning outcomes Levelness Module learning outcomes

7. The new model Three = 15 credits Four = 15 credits Seven = 15 credits Eight = 15 credits Two = 20 credits One = 20 credits Three = 20 credits Four = 20 credits 6 x 20 = 120 credits per year Five = 20 credits Six = 20 credits No change – total credits have to remain the same. This is a national requirement A long thin module enables us to use this time for skills which need to be built up over a longer period, such as development of an e-portfolio or work-based learning A long thin module enables us to keep the winter break to a minimum, improving student retention 2 different types of modules allow us to accommodate different learning and teaching styles Having only six modules overall means only 6 module guides, 6 assessment regimes – instead of 8 – improving student focus Short fat modules can be used for more concentrated learning

8. Credit and assessment Assessment overload Assessment equivalence Assessment and discipline Assessment and timing

9. Credit and assessment timing Four = 15 credits Two = 20 credits One = 20 credits Three = 20 credits Four = 20 credits Five = 20 credits Six = 20 credits A A = summative assessment Maximum of 2 summative assessments per module A A A A A 1 st summative assessment of two modules takes place before Xmas. Students focus assessment efforts on 2 modules. Staff only have to mark 2 at this stage. 2 nd smaller summative assessments take place soon after Xmas encouraging students to maintain their study Holiday 4th summative assessment of two modules takes place at end of year. Students focus assessment efforts on 2 modules. Holiday 3rd smaller summative assessments take place around Easter / before break A A

10. Credit and socio-cultural context Students: Credit / attendance / modes of learning / measurement of learning Staff: A whole institution approach Virtual validation

11. The Final Model Four = 15 credits Two = 20 credits One = 20 credits Three = 20 credits Four = 20 credits Five = 20 credits Six = 20 credits A A = summative a = formative Maximum of 2 summative assessments per module A A A A A Holiday A A a a a a a/A

12. Unforeseen outcomes Virtual validation (interest from QAA and the sector) Redesign of the PG Cert. (New module – ‘The Academic as Designer’)

13. Results A slimmed down, more coherent curriculum offer Improved student retention and achievement Complicated model

14. Conclusions Incredible feat Exhaustion No perfect answer Current research: the actual credit framework is less important than student / staff relationships

15. Questions Is 20 credits = 200 learning hours a useful and meaningful concept or just a convenience when designing curriculum? Is it possible to produce ‘assessment equivalence’ frameworks? If not, how do we justify our diversity of assessments for the same credit award to our students? Are semesterisation, modularisation and classification more important than actual credits to our students? When validating a new course (programme) of 360 credits, what are the guiding principles?