Dear Colleagues
Here is the text of the attachment on modularity. Once again, apologies for any
inconvenience.
Modularity
I have been following the debate on modularity with interest and would like to
add some further thoughts arising from the contributions of Alan and others.
First, it is interesting to see how developments like modularity acquire
connotations that are, in my view, logically separate issues. For example,
there is no reason why explicitness with respect to the specification of
learning outcomes, assessment criteria etc should be associated with
modularity. At Sheffield Hallam, where we still have some traditional courses
and programmes, the need for transparency is increasingly being recognised and
applied. For me, the key principles underlying modularity are self-containment
and student choice. Sadly this leads almost inexorably to a supermarket view
of higher education with students selecting a more or less related set of
modules/units (i.e. goods) from the shelves. In such an environment,
opportunities for integration, both horizontal and vertical, are at a premium.
I would certainly agree that learning outcomes ought to be assessed in more
than module and that niche areas ought to minimised, but this is extremely
difficult, if not impossible, to achieve where modules are self-contained and
students have considerable freedom of choice. If choice is restricted, then
what price modularity? Perhaps, however, I have misinterpreted the essence of
modularity.
Second, I would be interested in hearing of courses, modular schemes etc in
essentially non-quantitative subject areas, like business and management, where
numeracy is not a niche area. I accept that team teaching is one strategy for
fostering an integrated approach to numeracy, but are there any others?
Last, I very much agree with Alans point about the need for spreading the
administrative load. If more colleagues were involved in this key aspect of our
professional role there might be a greater understanding of the contribution
that competent administration can make to the effective delivery of modules,
units and courses. Do colleagues agree, and if so, what are the best strategies
for raising the status of academic administration and enhancing performance in
carrying out administrative roles? For example, does anyone have experience of
a good induction programme or mentoring scheme for those new to adnministration.
Alan
One final point, I am not sure that I fully understand what you are getting at
when you write: If industry and the world of first employment was as concerned
as 1st year university course tutors, then we would have a bigger problem.
Please could you elaborate. Thanks.
Best wishes
Roger
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