Welcome to UWE’s Learning & Teaching Design resources
Our approach to learning design is based around four principles:
- Clearly signposted, structured and inclusive
- Opportunities for engagement, interaction & community building
- Time for consolidation, independent enquiry & application
- Evaluation and enhancement
The resources on this website are focused around designing individual sessions, a series of learning activities or a module. Programme Leaders, working with Module Leaders, need to ensure a coherent and consistent approach across the programme (Programmatic by Design).
Guidance on curriculum design at the programme level is available on the Enhancement Framework intranet pages.
Clearly signposted, structured and inclusive
A clearly planned and communicated structure for your sessions, teaching weeks and modules will help students to better understand what is expected of them, navigate their learning journey and manage their time effectively.
Planning templates can help you structure your teaching activities and a clearly organised Blackboard site that organises resources for students by week of study, for example, can help your students structure their learning.
An example structure for a week might include:
- Clear instructions for the learning including expected time for each task and distinguishing between timetabled and flexible activities to allow students to plan their learning
- An input or provocation, presentation of information, or interactive session
- Guided activities
- A checkpoint / opportunity for feedback
The accessibility, communication and preparation sections of the Inclusive Curriculum and Practice Toolkit on the Intranet provide some practical strategies and tips.
Case Study 2: Session Study Plans (Inclusive Curriculum and Practice Toolkit on the Intranet).
Time for consolidation, independent enquiry & application
A fully interactive learning experience can be overwhelming. Where possible, your structure should also include time for independent study to allow students to reflect on and consolidate their learning, to undertake enquiry-based activities and to apply their learning to new situations or problems.
Whilst some of this time may be left open to the student to self-manage, guided activities that engage students and help them understand the subject content can also be useful. These can include short quizzes and surveys (e.g. using Mentimeter) which can be done individually or collaboratively; reflective tasks, such as answering questions, completing a worksheet, searching for further information online, producing summaries or critiques of the new learning; or collaborative tasks using online tools, to produce of texts and resources. Ensure you regularly provide generic feedback to guided activity tasks (e.g. via email/Blackboard announcements) so the students can self-assess their progress.
Opportunities for engagement, interaction & community building
Your structure should include opportunities for students to actively engage with their learning and interact with each other, and to build an inclusive learning community and cohort identity amongst themselves.
Evaluation and enhancement
Your structure should include opportunities for you to evaluate the effectiveness of your approach and make small adjustments as appropriate. This might include informal quizzes or questions to check your students’ understanding, or asking students for feedback on their learning experience.
Resources are available in the Evaluating Teaching section
- UWE advice and guidance for students on how to make the most of studying online.
- Inclusivity (inclusive curriculum toolkit, digital accessibility, reasonable adjustments & support for SpLDs) [UWE log in required]
- Teaching Technologies at UWE
- Digitally-Enabled Learning site for FBL staff [UWE log in required]
- FET Learning Innovation Unit website
- HAS Education Innovation Team website
- APD’s Education Essentials site [UWE log in required]
- UWE Library Services website