In considering course design, the 2015 PgC Teaching & Supporting Learning in Higher Education group have compiled a list of factors that should be considered when designing HE learning programmes. I thought it was useful to share as a checklist for reflection.
| Factor affecting learning design choices |
| 1. Level of study |
| 2. Professional body requirements |
| 3. Volume of Study |
| 4. Sequence of learning |
| 5. Space in the curriculum for reflection |
| 6. Space in the curriculum for responsiveness (to current events) |
| 7. Constructive alignment |
| 8. Link to programme level learning aims and outcomes (including graduate outcomes) |
| 9. Link to previously experienced pedagogies (is the learning approach novel? Do students need to adapt to new learning approaches?) |
| 10. Facilities / resources available |
| 11. Health and safety |
| 12. Time available for learning |
| 13. Active learning and student engagement opportunities |
| 14. Repetition and reinforcement where needed |
| 15. Links to prior knowledge and experiences |
| 16. Opportunities for feedback (to help students to manage their learning) |
| 17. Digital literacies – is there a need to develop these as well as subject knowledge? |
| 18. Academic literacies – is there a need to develop these as well as subject knowledge? |
| 19. The nature of the knowledge that we will work with (is it fixed? How quickly can learning happen?) |
| 20. Quality assurance and university requirements |
| 21. Relevance and purpose of learning (made explicit) |
| 22. Transition points |
| 23. Currency of knowledge |
| 24. Research informed teaching |
| 25. Student motivation variety |
| 26. Time available for planning |
| 27. Learner preferences |
| 28. Feedback from students |
| 29. Exposing students to alternative perspectives (teaching beyond your own comfort zone) |
| 30. Teacher interest and expertise |
Lydia Arnold 
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