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Creating Aligned Interactive educational Resource Opportunities (CAIeRO) Storyboarding your module integrating Beyond Blended

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Creating Aligned Interactive educational Resource Opportunities (CAIeRO) Storyboarding your module integrating Beyond Blended

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University of Northampton - Creating Aligned Interactive educational Resource Opportunities (CAIeRO) Storyboarding Your Module - template 2025 - Incorporating Beyond Blended resources and UDL principles.

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This template as part of the facilitates the visual representation of student-centred Constructive Alignment at a modular level. Learning outcomes and summative assessments should be added to the relevant areas. Before working through the template, facilitators and participants should consider the following questions: 1) How well do you know your students at this point? 2) Do you know their level of knowledge? 3) How could you find out? 4) How are they briefed on the module and expectations set? 5) How do you engage them in the module? 6) What barriers to engagement can you foresee? 7) What key technology or support is needed and how can you teach/provide it? 8) How will you and your students know learning is progressing? Feel free to remake this resource without acknowledgement, and feel free to contact LD@northampton.ac.uk to discuss the template and it’s use.

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A synergistic approach to Inclusivity: Mapping Jisc's Beyond Blended to the University of Northampton's Access and Participation Goals leveraging MS Copilot.

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A synergistic approach to Inclusivity: Mapping Jisc's Beyond Blended to the University of Northampton's Access and Participation Goals leveraging MS Copilot.

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WALL-E, crop circles and the myth of learning styles

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A typical module CAIeRO will often start with programme level exercises, such as agreeing or reviewing the mission, 'look and feel', and learning outcomes for the programme as a whole. It's in the interests of the teaching team - and the students - to (re-)use these elements of the programme's blueprint when designing at module level - it helps to promote coherence and consistency, and to minimise unintentional duplication. But focusing on the module level, while necessary for planning and supporting good learning, can sometimes lead to a fragmented approach over time. Sometimes you need to take a step back to see the bigger picture.

The Learning Design team are often asked to support teams who need to review and make changes at the programme level. As with module CAIeROs, the reasons for this can be many and varied:

maybe it's a new programme or pathway;

maybe there have been significant changes in staffing or in the subject area;

maybe the team want to respond to specific institutional agendas or to challenges identified in student feedback or grades;

maybe it's just been a long time since the programme was reviewed as a whole and the team want to ensure that iterative changes at the module level haven't affected the coherence of the award map.

Programme level CAIeROs can be as diverse and bespoke as module level ones, but there are some common goals, and as a team we are always refining our toolkit to support them. You may find you use some of the steps below more or less depending on your needs, but this post, along with the Programme Planner, will give you an idea of some of the approaches available to you.
Before you start: (Re)establishing consensus
If the programme team haven't worked together before, or it's been a while since you've had chance to get together for a review, it can be helpful to start by taking the time to share your values, and your views about what the programme should be. This process can help you to agree on what's really important, and ensure that the programme design will reflect this. It's also an opportunity for members of the team to share a little about their own perspectives on, and specialisms in, the subject area, so that you can decide as a team how these should be presented to the students.

The programme 'blueprint'
As always we suggest you start by defining the intended outcomes, if you don't have these already. Although programme outcomes are slightly different to module outcomes, because they are not directly assessed, many of the same principles still apply. They need to be aligned with national quality standards (e.g. the FHEQ and Subject Benchmark Statements), and with any relevant Professional, Statutory and Regulatory Body (PSRB) requirements if the programme is accredited - and of course they have to make sense to non-experts, including students and employers. Once you have your programme outcomes, you can start thinking about breaking them down into chunks of learning that will form your taught modules - or, for existing programmes, reviewing how well they map to the modules you already have in place. Do you need to add, remove, combine or split anything?
Sequencing learning
Taking a programme level perspective allows you to plan the development of understanding and skills across a larger timeframe, to make sure that the scaffold is sound and your students aren't missing a foundation piece when they reach the higher levels. To get the sequence right, you can storyboard your programme using a range of tools, from paper and post-its to Powerpoint or Padlet. Move the pieces around until the order seems logical, and think about whether each piece needs to be within a semesterised format. At this stage you might want to consider the placement of elements that are more complicated to schedule, like placements and trips, as well as those over which you have no control, like holidays and closed days.

Mapping assessment and feedback
It can be really useful to overlay your assessments on to your programme storyboard, to give you an idea of the mix of assessment activity and also to identify any deadline and marking 'bottlenecks'. Programme leaders will usually collate details of the summative assessments across a programme, because this information is required for processes like validation, but we would encourage you to do this for your formative assessment opportunities too. This will allow you to easily see the turnaround time and where students will receive their feedback - and to identify whether it is timely enough to be useful for the next summative task! If you don't know yet how your modules will be assessed, make a note to come back to this step, or keep a 'work in progress' version that you can update with more detail as you go on.
Key skills and ChANGE skills
It's often relatively straightforward to 'chunk' a programme into modules focusing on particular aspects of a subject, for example by taking a topical or a chronological approach. It can sometimes be more challenging to think about where the transferable skills should be developed - and how often. Complex skills like problem solving and group work often need to be developed in more than one module over the course of a programme, and taking the time to map this explicitly can help you to ensure consistency and progression, as well as making the development of these skills more visible to the students themselves.

Programme design can be a complex business - and this is before you even get in to the details of the individual modules! We recommend that teams who have a lot to do at the programme level plan several two hour sessions for this type of work, before moving on to the module level CAIeROs.

Next: CAIeRO Stage 1: The blueprint

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A typical module CAIeRO will often start with programme level exercises, such as agreeing or reviewing the mission, 'look and feel', and learning outcomes for the programme as a whole. It's in the interests of the teaching team - and the students - to (re-)use these elements of the programme's blueprint when designing at module level - it helps to promote coherence and consistency, and to minimise unintentional duplication.

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Constructing Outcomes for Graduate Success (COGS) learning outcome toolkit

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Constructing Outcomes for Graduate Success (COGS) learning outcome toolkit

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The toolkit is divided into two parts. The first part offers suggestions for the writing of Subject Specific Knowledge, Understanding and Skills LOs. These provide a starting point in terms of focus of the LO and appropriate language for the level of study: the suggested wording should be tailored according to the specific context of the module/programme.

The second part emerged from the 2017 ChANGE project ( Changemaker Attributes at Northampton for Graduate E mployability) which produced a framework to embed relevant skills, attributes and behaviours into our curricula, through the writing of Employability and Changemaker learning outcomes. In 2024, the term Changemaker within learning outcomes was updated with Social Impact to align with the University's strategy. These outcomes are generic in nature and should articulate employability skills which are relevant to the subject but transferable to other disciplines/professions.

Both parts align with the eight UNESCO key competencies for sustainability, and a summary of the mapping. Please follow the link for further information from Advance HE and the QAA about Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs). ESD will also be reflected in the QAA Subject Benchmark Statements as they are updated.

Please access COGS and the ESD mapping document from the Downloads link on this page.

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COGS - Constructing Outcomes for Graduate Success

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The toolkit is divided into two parts. The first part offers suggestions for the writing of Subject Specific Knowledge, Understanding and Skills LOs. These provide a starting point in terms of focus of the LO and appropriate language for the level of study: the suggested wording should be tailored according to the specific context of the module/programme.

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Colleagues Against Virtually Everything (CAVES) - From CAVEs to changemakers

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Colleagues Against Virtually Everything (CAVES) - From CAVEs to changemakers

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Remember - Learning Styles are an unevidenced myth and a bias in Gen AI.

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Remember - Learning Styles are an unevidenced myth and a bias in Gen AI.

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16th June 2025 (in place) 17th June (online) - Continuity and Trust: Building Resilience - Learning and Teaching conference (shameless pulg/ end of year budget usage opportunity)

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16th June 2025 (in place) 17th June (online) - Continuity and Trust: Building Resilience - Learning and Teaching conference (shameless pulg/ end of year budget usage opportunity)

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UON Learning and Teaching Conference 2025

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Opening session Alice Wilby, Pro-Vice Chancellor (Education and Student Experience) and Roger Weston, NSU CEO: Student Experience strategy (Day 1) Keynote Professor Paul Morgan, Buckinghamshire New University (Day 2) To book your place at the conference, please sign up to both days separately here: Day one, 16th June 2025 Day

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If you would prefer not to have your images included, please email me and I will remove them. Sorry for not checking permissions, and thank you for the inspiring presentations.

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Jisc Student Experience 6th May 2025 media

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Link to my padlet shared via QR code during 'world cafe'

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Link to my padlet shared via QR code during 'world cafe'

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PADLET CONTENTS: Ppt slide providing overview of pilot project; Online Learning Design Bootcamp slides & ABC Learning Design meets Beyond Blended 4 Modes of Learning Cards to storyboard/design student learning journeys

CONTACT: Jane Cleary, Digital Pedagogy Lead, University of Cumbria, jane.cleary@cumbria.ac.uk

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Our table discussion was based on our Digifest presentation, which we have attached.

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The communication of transparency is a key aspect of sharing how AI has been used in created materials or activities. The Artificial Intelligence Transparency Scale (AITS) is a communication tool which has been developed based on the Artificial Intelligence Assessment Scale (AIAS) work by Perkins et al. (2024). The AITS builds on the original AIAS by taking a broader view of the use of AI in all types of activities, not solely assessment and not solely student generated outputs. The scale can be used to communicate how AI is used in many types of tasks and activities. The transparency statements can be used in different educational contexts and beyond. For example, staff can use the statements to communicate how AI has been used to develop learning and teaching materials, students can use the statements to communicate how AI is used in created works (including, but not exclusively, assessment work), and staff can use the statements to indicate to leaners which level of AI use is acceptable for an assessment submission or other learning and teaching activity. While the scale is progressive in the amounts of AI used, the human contribution should not be seen as becoming lesser or more passive. The time on task is likely to be similar, with AI used in a critical way to enhance, adapt and develop. Outputs from a task or activity could potentially be greater in amount or more enhanced in nature as a result of combining AI with human generation.

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https://doi.org/10.25416/NTR.28550894.v1

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Alison Purvis | Sheffield Hallam University

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Staff profile for Dr Alison Purvis, Associate Dean, Learning, Teaching and Student Success at Sheffield Hallam University

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This resource is a spreadsheet to allow input of maturity levels against the Jisc Digital Transformation Framework Maturity Model. This resource is ideal to be used alongside Alison Purvis’ Maturity Model Cards which enable greater engagement from stakeholders with this spreadsheet supporting simple recording.Access Alison’s Maturity Model Cards here or via the Related Materials below. The spreadsheet has a How to Use tab. Read this first. Enter data into the Data Input tab and reports will auto generate on other tabs.