Programme Development Delivery & Review

Scoping the Programme

Rationale for the Programme

Programme Development Team Members

Steps Involved in the Design of New Programmes

Programme Development Programme Framer

Programme Development Delivery Framer & Structure Deviser

Decide on how the programme will be delivered.

Draft a programme structure.

Programme Development Assessment Scheduler

Some questions and statements to consider during the early stages of programme development should help establish and communicate the principles underpinning GNC's approach to assessment. This thinking should influence and guide programme developers as they design the assessment for each of the programme modules.

PHECC Course Development Requirements

Courses are designed and developed to meet PHECC approval and certification requirements and reflect a commitment to quality improvement.

• A course design and development policy is in place and documented.

• Courses strike an appropriate balance between theory and practice.

• A broad range of teaching/learning strategies are utilised, e.g. presentations, group discussions, skills demonstrations and blended learning as appropriate.

• Course development promotes a commitment to self-directed learning (as appropriate).

• The development reflects any updates or changes in PHECC education, training standards, or clinical practice guidelines.

• The aims and objectives of the course are clearly outlined, detailing competencies to be achieved by students.

• Detailed lesson plans are available and include all information as set out in PHECC guidelines for theoretical and practical lessons, e.g. Tutor and Student activity.

• Detailed timetables for each course on offer are documented and available to all stakeholders. They include time on each topic, teaching method, tutor’s name, etc.

• Appropriate instructor/tutor–student ratios are documented and maintained.

Blended Learning

Blended Learning Quality (Learners):

GNC is dedicated to supporting learners in making informed choices about participating in a blended learning programme and developing independent study skills so that they can successfully progress towards becoming autonomous learners. The level and nature of support available to learners are clear and a testament to their value and importance in the learning process.

GNC takes pride in ensuring learners are well-informed by providing them with comprehensive and clear information about the online sections of the programme. This comprehensive approach helps learners accurately gauge the suitability of the programme, fostering a sense of reassurance and confidence in their decision-making. 

Appropriate information is provided to learners so they can understand the online sections of the programme and assess its suitability. For example:

• Prospective learners receive a clear explanation of the blend of learning that they will experience and the realistic commitment required to complete the programme;

• Information on the nature and extent of autonomous, collaborative and supported aspects of learning;

• Information about the hours when academic, technical or pastoral support is available;

• Information on the hardware and software required;

• Information on how much time learners must commit to independent learning to complete the programme.

Before enrolment on a particular programme, the prospective learner is appropriately made aware of all terms and conditions relevant to that programme, either in the prospectus or similar material, by correspondence, or in discussion with the provider, which might include

• any specified timings for synchronous learning or assessment;

• deadlines and the consequences of not meeting them;

• the rules governing flexibility for learners, such as the regularity of presentation or re-assessment opportunities;

• processes in place to protect the provider against fraud, plagiarism or other forms of cheating.

Blended Learning Quality (Equality of Opportunity):

Learning and teaching activities, along with their associated resources, play a crucial role in providing every learner with an equitable, fair and effective opportunity to achieve the intended learning outcomes:

• Teaching and learning resources for online learning, however, delivered must meet GNC's specified expectations. These include equality of opportunity, interactivity and the empowerment of autonomous learning.

• Assessment arrangements conducted through online learning must be reliable and secure and provide learners with appropriate confidential feedback on their progress.

• Arrangements that provide assurance that all those involved in teaching and learning or supporting learning are appropriately qualified, supported and developed to provide effective online learning. This will include the protocols for communication and facilitation of online discussions and other challenges of teaching with technology.

• Mechanisms that facilitate a safe, accessible and reliable blended learning environment for all learners, promoting dignity, courtesy and respect in their use.

• GNC must make arrangements to make reasonable blended learning alternatives available to learners with disabilities. Universal Design for learning principles in the design of content allows greater access for all.

All materials and media (for example, audiovisual, printed, or digitised assets) used to deliver online learning are subject to informed peer comment at one or more draft stages. This allows for the incorporation of feedback into subsequent and final versions of the learning resources. Such knowledgeable peer review may be both internal and external and enables commentary on both academic content and pedagogical approaches.

Glin National College’s premises are governed by its Safety Statement, and contents are as follows: