Skip to content

What is the appropriate University process if I plan to modify my module or programme?

Introducing flipped learning may have a range of implications for modules and programmes of study.

By adjusting the mode of delivery, flipped learning is likely to mean changes to the pattern of staff/student contact time within a module. It may also entail new or modified requirements in areas such as timetabling, resourcing, learning technology, and IT support.

Planned changes to modules and/or programmes of study should be discussed with the appropriate staff within a department. This will typically include the Head/Director of Teaching and Learning, and/or the Chair of Board of Studies. In some circumstances, departments may also seek input from the Faculty Associate Dean.

Subject to the scope of change, adjustments to the module may require approval from the department's Board of Studies. In cases where changes to the programme of study are more significant, input may also be required from the Faculty Learning and Teaching Group (FLTG).

Consideration should be given to creating opportunities to engage students in discussions about flipped learning. For example, some departments have identified student volunteers who have reviewed proposals with staff and provided input. In other cases, questionnaires have been used to solicit student feedback on perceptions and approaches to flipped learning. This engagement can provide useful insights about student expectations and concerns, and encourage a greater sense of student engagement and shared ownership.

In all cases, the Academic Quality Team (AQT) in the Academic Support Office can be contacted to provide guidance and advice on the process. The Programme Design and Learning Technology Team (PDLT) can also advise on module and programme design, and provide guidance and support in the effective use of supported technologies.

Additional resources