INSCAPE EDUCATION GROUP
Policy & Procedures for Development of Learning Materials
R0 (under development)
2006/03/10
DESIGN PROGRAMMES
Policy for Development of Learning Materials
Under development
Procedures for Development of Learning Materials
Where courseware exists, it may need to be adapted from one year to the next. During the third quarter of the year, the Programme Coordinator collates and synthesises input for programme improvements from lecturers (class and professional experience), industry (feedback from students’ and hosts’ experiential training reports) research (publications, conferences, seminars) external moderators (final project report).
Individual lecturers are identified who can take the lead for each subject to collaborate with other lecturer who deliver the same subject or who are affected by changes to that subject (eg. because of the integrated nature of Inscape programmes, Applied Design is influenced by all other subjects).
During the 4th quarter of the year, the Programme Coordinator revises and updates the courseware and the briefs in consultation with the academic staff and the Academic Advisory Panel.
The drafting of briefs must be done in line with the NQF
Principles[i]
and SAQA level descriptors[ii].
What may be expected of a first year student (level 5) differs from that of a diploma (level 6) or
a first degree (level 7) student, eg Accessing, processing and managing
information:
When assessing a student's assignment, the lecturer uses the 'associated
assessment criteria' in the brief to determine to what extent the student has
demonstrated:
level 5: an ability to gather information from a range of sources, including
oral, written and/or symbolic texts;
level 5: an ability to select
information appropriate to the task, and to apply basic processes of analysis,
synthesis and evaluation on that information.
level 6: an ability to evaluate different sources of information; to select
information appropriate to the task, and to apply well-developed processes of
analysis, synthesis and evaluation on that information.
Producing and communicating information;
level 6: an ability to present and communicate complex information reliably
and coherently using appropriate academic/professional/occupational
conventions, formats and technologies for a given context.
level 7: an ability to develop appropriate processes of information gathering
for a given context or use;
level
7: an ability to independently validate the sources of information, and
evaluate and manage the information.
To ensure
that the assessment follows the NQF Principles, ie that it is validity and
reliability of assessment: Appropriate, Fair, Manageable, Valid, Authentic,
Sufficient (see Inscape Student Assessment Policy) and appropriate to the
students' level, the author of the brief aligns the 'associated assessment
criteria' with the relevant level descriptors.
The Programme Coordinator guides the lecturers in pitching the criteria
correctly and checks the briefs to ensure that the lecturers have done so.
Syllabus Development Procedure:
1. Draw up a draft framework for next year’s syllabus based on updated syllabus,
2. Consult Inscape design qualification[iii] for content,
3. Consult Bachelor of Design qualification[iv] for degree format,
4. Consult
· final year students hosts on in-service training reports,
· Programme Review Questionnaires completed by our students,
· lecturer’s own observations of improvements needed,
· lecturer’s knowledge of industry requirements,
· external moderator’s reports,
· contributions from alumni active in industry,
for programme review and improvement information,
5. Flesh out the framework syllabus with assistance of subject lecturers (each subject will need: content, summary, weight, outcomes, teaching & learning strategy, assessment).
Ensure that relevance and integration are maintained,
6. Consult with Design lecturers for recommendations and confirmation
7. Finalise the syllabus,
8. Submit the final syllabus to the Academic Advisory Council for review,
9. Upon finalisation of syllabus, draw up course outline (incl: brief names, codes, weighting, submission dates… ).
Again, ensure relevance and integration,
10. Lecturers prepare / update next year’s course notes and briefs.
Course notes and briefs
Using the agreed syllabus above, produced in conjunction with the programme co-ordinators and academic staff:
1 obtain a digital copy of each of current briefs for each subject;
2 for each brief, review the
· desired outcomes,
· assessment criteria,
· delivery mode,
· learning content,
and ensure that they are still relevant and / or appropriate; and that they work towards the desired exit level outcomes for each subject and year of study.
Ensure that the syllabus is written for both degree and diploma students who are learning alongside each other.
3 if necessary, produce and / or update all next year’s briefs ensuring that the
· outcomes are meaningful (according to SAQA/Inscape criteria),
· assessment criteria are achievable (see SAQA/Inscape criteria),
· delivery modes are relevant (outings, videos, experts…),
· learning content (comprehensive and relevant, and in presentation format agreed by co-ordinators);
4 all briefs for the following year are submitted complete, in digital format to the Resources Officer, eight weeks before end of the academic year.
DRAUGHTING AND DECORATING PROGRAMMES
Policy for Development of Learning Materials
Under development
Procedures for Development of Learning Materials
Under development
end
proposed amendments in red
changes since previous release in blue