Programme design at CPIT is informed by constructive alignment, learning centred approaches, student engagement and using assessment (formative and summative) to enhance learning. It is recognised as a collaborative process involving departments and the CED, combining disciplinary and pedagogic expertise with a view to improved student learning and innovative and creative teaching and learning assessment.
Constructive alignment: A design for learning in which there are consistent, cohesive and logical interconnections between intended learning outcomes, teaching/learning activities and assessment tasks.
Biggs, J. (2003). Teaching for quality learning at university: what the student does. (2nd ed). Maidenhead: Open University Press
Learning centred approach: Effective learning is the outcome of the design: A learning centred approach places more emphasis on learning than content, and more significance on what learners do than what teachers do: learners are actively engaged in the learning environment as active participants rather than being passive recipients of information.
Programme Development Process and Guidelines
- Design, Development and Approval of Programmes Policy
- Qualification and Programme of Study Design, Development and Approval Guidelines
- Qualification and Programme of Study Design, Development and Approval Process