Course Redesign
for Significant Learning and Transformation

Conceptualise your course content to embed the soft skills and gender responsiveness that your students will need.

Face-to-face workshop and online course

The purpose of the Course Redesign for Significant Learning and Transformation toolkit is to enable academic or administrative staff, responsible for staff development within their institution, to facilitate a process of hands-on course redesign. The process is aimed at academic teaching staff, who teach mainly at the undergraduate course level. To support a short or long-term process of course redesign, the toolkit can be used as a resource to design and facilitate one or a series of shorter face-to-face workshops. The toolkit uses the example of a five-day workshop to kick-start the process, with academic teaching staff working on the redesign of one course to start off with and continuing to work on its redesign after the workshop ends. However, a series of shorter ‘chunked’ workshops run over a longer period of time within an institution might be more effective, with participants working on the redesign of their course between each workshop.

The methodology adopts a two-layered approach to course redesign. Academic teaching staff start by conceptualising the content of their course; then crafting learning outcomes based on these concepts, instilling the hard and soft skills required in that discipline, then producing a course assessment plan and schedule of teaching and learning strategies, aligned to their course learning outcomes.

Throughout the course redesign process, academic teaching staff importantly embed the soft skills, capabilities and dispositions that their students will need to develop and master within that discipline. In addition, they are challenged to improve their own pedagogy to ensure that both their male and female students equally derive learning from their course and master the required gender knowledge and skills related to that discipline. These are the ‘power skills’ which employers, communities and students themselves are demanding, not only to enable students to become the experts they need to be, but to transform themselves and ultimately the world around them.

Click here for

Facilitator Resource Pack

Click here for Participant Handbook

PowerPoint slides

Click the images or text below to download the daily sets of slides to accompany the Facilitator Resource Pack

Word documents

Download Word versions of key forms for online editing and customising to your workshop

Participant Handouts

Resources, Schedule & Evaluation Form

Online course

CLICK HERE!

Contact us via TransformHE@inasp.info if you are interested in our online course offering and would like to discuss how we can work together to deliver this.

The purpose of the Course Redesign for Significant Learning and Transformation course is to enable academic teaching staff to conceptualise their course content to embed the soft skills and gender responsiveness that their students will need when entering the world of 21st century employment. The course is aimed at academic teaching staff who teach mainly at the undergraduate level. Academic teaching staff will start by conceptualising the content of their course; then crafting learning outcomes based on these concepts, inculcating the hard and soft skills required in their discipline, producing a course assessment plan and a schedule of teaching and learning strategies aligned to their course learning outcomes.

Hosted on Moodle, an online learning platform, the course is running in a mostly asynchronous mode – allowing the participants maximum flexibility as to when to learn – complemented by synchronous drop-in clinics where the participants have a chance to interact with facilitators and peers in real time. The content of the course is delivered in a mixed-media format – text-based resources, videos and interactive exercises. There is also group work in a dedicated discussion forum to provide mutual support and feedback on a course assignment.

Following successful completion of all eight units, academic teaching staff will have developed an outline of a redesigned course that will equip their students with 21 century skills alongside subject knowledge. The natural continuation of this course is the ‘Learning Design – planning effective learning experiences’ course in which the participants will start planning each of the learning sessions step by step to ensure a high-quality learner experience.