Abstract:

This paper reports on the design of a framework for Programme review and the use of the Blackboard Learn Goals Tool (BbLGT) to create evidence for accreditation compliance. The framework, informed by the theory of Diffusion of Innovation of Rogers (2003), where implemented for the BCom (Informatics: Information Systems) Programme offered at the University of Pretoria (UP).

As accreditation becomes more important in higher education in South Africa, tertiary institutions are re-thinking their educational approach towards assurance of learning (AoL). The UP adopted an hybrid approach towards teaching, learning and assessment. This affords, especially professional programmes, to shift from only complying to accreditation requirements based on assessment results, to providing hard evidence that student learning outcomes are covered and that students are achieving the learning outcomes as the basis of their curriculum.

The Department of Informatics at the UP established mechanisms for periodic review and assessment of programme outcomes for accreditation purposes over the last decade. The department wants to improve on the current programme review process and reporting through the use of existing tools within Blackboard Learn (BbL), official Learning Management System (LMS) of UP.

We offered a two-day curriculum navigation workshop to all lecturing staff in November 2016. We documented all the activities using photos, online participation data and afterwards we surveyed the attendees.

Retrospectively the first semester of 3 modules of Informatics content, student activities, assessment and grade centre columns in BbL were aligned to the imported Accreditation Goal Set. The LMS created four reports.

The workshop assisted lecturers to ‘demystify’ curriculum concepts and construct module outcomes according to accreditation and higher education standards. The LMS reports were analysed and presented by the head of department during the programme and module review meeting. From the data gathered, lecturers were able to identify gaps in the curriculum and start discussions around strategies for module improvement and action plans for ensuring AoL.

The proposed framework addresses the four main elements in the diffusion of a new idea: The Innovation; Communication channels; Time and the Social System (Context).

In the design and implementation of the framework, it became clear that there must be continuous consultation and collaboration between curriculum support, LMS support and the lecturers. Joint workshops and training opportunities related to curriculum matters and LMS implementation are essential. Another key aspect for successfully connecting the curriculum landscape with the online learning environment are working sheets/documents that is in alignment with programme review requirements. Finally, the lecturer needs to manage this partnership towards achieving AoL through utilizing a LMS.

As far as could be ascertained, this proposed framework approach for programme review as part of a broader framework for programme assessment and assurance of learning using BbLGT has not yet been introduced, apart from UP, in the South African higher education context, and might, therefore, if successful, be considered to become a prototype for such.

Keywords:

Accreditation, Learning Management System, Reporting, Programme Review, Curriculum, Innovation.