Abstract
Co:Lab is a developmental curriculum design approach developed by the Learning and Teaching Hub to support course teams engaging in curriculum design activities. All courses going through Periodic Review in academic year 22/23 will be offered the opportunity to engage with Co:Lab, through workshops and/or using the Co:Lab Toolkit.
Live workshops from the L&T Hub are available for Course Teams upon request, but to complement this provision and provide flexibility to colleagues, the Co:Lab Toolkit is available to be used independently to guide curriculum enhancement discussions and decisions. There are two main areas of activity the Co:Lab Toolkit guides colleagues through:
Co:Lab Course Curriculum Design – reviewing, planning and developing a course of study, aligned to School and institutional frameworks and policies, as well as external benchmarks and requirements of Professional Statutory and Regulatory Bodies (PSRBs).
Co:Lab Module Learning Design – how learning will be supported in each module, through the design and alignment of learning outcomes, assessment activities, and student learning activities including modes of delivery, tools and technologies.
Live workshops from the L&T Hub are available for Course Teams upon request, but to complement this provision and provide flexibility to colleagues, the Co:Lab Toolkit is available to be used independently to guide curriculum enhancement discussions and decisions. There are two main areas of activity the Co:Lab Toolkit guides colleagues through:
Co:Lab Course Curriculum Design – reviewing, planning and developing a course of study, aligned to School and institutional frameworks and policies, as well as external benchmarks and requirements of Professional Statutory and Regulatory Bodies (PSRBs).
Co:Lab Module Learning Design – how learning will be supported in each module, through the design and alignment of learning outcomes, assessment activities, and student learning activities including modes of delivery, tools and technologies.
Original language | English |
---|---|
Publisher | University of Brighton, UK |
Publication status | Published - 7 Dec 2022 |