What is the problem you are trying to solve through going modular? Lots
of us did this in the UK because there was a largely spurious notion
that it would bring more choice, some slight problem of students getting
nothing if they left after half an academic year's study, and I cannot
even remember the other rationale.

Many year one programmes have reverted to using year long courses or at
least year long modules because of the problems encountered in getting
students quickly enough oriented into HE, on the right courses, working
quickly enough at degree level and the inevitable low that comes on the
learning curve of a student progressing through year one, that for us
hits at Christmas, so students are faced with exams just at the point
they are struggling the most.

Learning takes time and term long modules may be something of a
challenge. Over assessment (which modularisation brings) leads to more
superficiality and compartmentalising of their work, and there is no
longer thinking time for students or staff.

So be wary! You need a clear rationale and that you know that
modularising will be the solution to whatever problem you are
addressing.

Jill Armstrong
LearnHigher
Liverpool Hope University
Hope Park
Liverpool L16 9JD

Tel: 0151 291 3289
Fax: 0151 291 2033

mailto: [log in to unmask]

>>> John Hilsdon <[log in to unmask]> 05/05/2006 11:50:39 >>>
Hi Laurie

 

V briefly - in a former life/job I found that in the immediate
post-modularisation phase the range of choices for students was
increased. The university in question adopted a policy encouraging at
least one 'free' choice of module for undergrad programmes at each
levels of study. Over the years this was whittled away and virtually
lost as an option ...

 

In terms of developing student learning, in my more recent experience,
modularisation can have benefits and disadvantages. It depends how
coherently a programme and its various routes are conceived - and
whether the component modules are well planned to contribute to these
in
a 'constructively aligned' way (a la Biggs).  I'd echo Pauline's
comments about fragmentation in many cases, and over-assessment - or
too
much being led by cumbersome assessment practices ... and ones which
seem not to take account of what 'happens' to students in other
modules
- both prior to and after / at the same time as each other.

 

On the plus side, re-thinking programmes can allow the development of
some very good practice - if only in pockets. Where
module/subject/programme teams are enthused by the notion of looking
at
their students' experience and attempting to make it as conducive as
possible for learning, some interesting ideas seem to emerge - uses of
group projects, peer assessment, learning partnerships etc ... but I'm
sure that it is not modularisation that leads to these rather it is
the
process of reviewing and re-working that 'should' happen anyway as
part
of standard practice ... 

Forgive rushed top of head scrawl

John

John Hilsdon 
Co-ordinator, Learning Development 
01752 232276 
[log in to unmask] 
www.plymouth.ac.uk/learn 

-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Pauline Ridley
Sent: 04 May 2006 15:37
To: [log in to unmask] 
Subject: Re: Modularisation

 

Hi Laurie - you'll probably get lots of replies from people with more
experience of fullscale modular programmes than we have here at
Brighton, where we've retained a fairly mixed approach  But there does
seem to be a consensus that using mainly single modules completed and
assessed within a term or semester leads to fragmentation and problems
of over-assessment. Because of this, there's been a move back to 'long
thin ' and/or double module here. 

 

best wishes

Pauline 

-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Laurie Lumsden
Sent: 04 May 2006 12:03
To: [log in to unmask] 
Subject: Re: Modularisation

	Good morning all.  TCD is considering moving towards
modularisation of its programs.  We think this will mean complete
subjects and assessment each term.  It might also allow greater
subject
flexibility for students.  Currently the norm is for three terms with
a
major emphasis on end-of-year exams.  What kinds of learning support
changes occurred in the UK when similar changes were made there? 
Laurie
Lumsden