Course planning and design

The course design is informed by one of the following key documents:

  • SQA unit descriptor
  • CUR03 module descriptor.

Reading these documents should be your starting point and will help you plan, write and structure your content.

Providing a quality student experience

Providing a high quality student experience is dependent on both the delivery and the content of a course. Delivery requires the appropriate level of subject knowledge and teaching skills. In an online environment these teaching skills include the ability to use technologies and manage learning environments including using features such asynchronous collaborative sessions, video conferencing and discussion groups.

The quality of the content, although the responsibility of the teaching staff, is governed by legal aspects such as copyright and accessibility. For more detailed information on copyright and accessibility visit the Support Portal.

This section looks at the practice of teaching and the design of online learning spaces and activities and includes a link to regularly updated online teaching guidance from the EDU and LTA.

The Learning and Teaching Enhancement Strategy (LTES) values page will be enhanced over the next few weeks to include links to illustrative examples, embedded within each of the LTES value graphics.

Colleagues from around the university partnership will be contributing reflections, advice and case studies, and links to teaching approaches and instructional strategies will be added regularly.

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All efforts have been made to ensure materials created by the EDU comply with current accessibility guidelines (JISC: Support for learners with disabilities).

If further assistance is required with accessibility matters please contact the student support section in your academic partner UHI: Accessing learner support.


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UHI provides links to external sources of information and may refer to specific Web sites, products, processes or services within this resource. Such references are examples and are not endorsements and whilst every effort is taken to ensure the accuracy of information provided UHI is not responsible for any of the content or guidance. You are advised to exercise caution.

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