Course Design is a process to ensure that the course covers all areas it is meant to cover, meets all the standards it has to and identifies the content area and assessment that will allow students to demonstrate their capacity in the discipline area.

Course mapping and analysis is designed to ensure compliance to AQF and university teaching and learning standards while developing quality subjects. Course mapping also creates a planning document that provides evidence of how subjects fit together. Gaps in meeting the AQF across the course objectives, and across the subject objectives are identified and identification is made of gaps where subject objectives meet or don’t meet course objectives. The range of assessment types, timing, and value and the skills, knowledge and application to practice being assessed is documented.

Activity Mapping
Analysis
Course objectives against AQF, Graduate Learning Outcomes, Threshold learning outcomes and Professional standards to the appropriate level.
Check to ensure that all course objectives meet appropriate AQF, Graduate Learning Outcomes, Threshold Learning Outcomes and Professional standards levels across the course, usually ensuring that the core and all foundation or restricted electives cover the level.
Threshold Learning Outcomes are not yet identified for all courses.
Professional standards.
Subject objectives against AQF to the appropriate level.
Check to ensure that all subject objectives meet the appropriate AQF level.
Course objectives against subject objectives to identify whether the subject objectives meet all the course objectives across the course.
Check to ensure that all course objectives are met by the subject objectives across the course.
Assessment types, timing, value, skills, knowledge and application.
Identify the types, timing, and value of each assessment task across the course, and analyse the skills, both academic and professional, knowledge and application to practice being assessed by the assessment task.
Indigenous education components.
Identify and design, in conjunction with the Centre for Indigenous Studies, Indigenous components as hybrid, or discipline specific subjects in the course.
Ensure and design the following elements as required into subjects so that they meet requirements and improve quality of learning across the course.
  1. Graduate learning outcomes
  2. Pedagogical standards
  3. Workplace/related/integrated learning
  4. First year strategies
  5. Capstone strategies
  6. Discipline specific elements
Analysis of each of these elements is required to ensure that each course provides opportunities to students to demonstrate their skills and knowledge in differing ways. The institution wants to show that students have opportunities to develop graduate learning outcomes and can contribute well to society in meaningful ways. These elements will include learning about professional practices and the workplace, citizenship, digital capacities, cultural competencies, and ethics. First strategies ensure that students early in their degree are supported and scaffolded in ways that suit their diverse entries, capabilities and knowledge. Capstone subjects offer opportunities for students to demonstrate their overall competence and skills at the end of the degree.
(Source: FoB AQF Implementation Plan, 2013)


These pages created by Deb Murdoch, past Academic Lead on the Student Transition and Retention Program at Charles Sturt University and Course, Subject and Assessment Analyst in the Faculty of Business.
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