MODULAR SYSTEM PROGRAM WHAT IS A MODULE A

MODULAR SYSTEM PROGRAM

WHAT IS A MODULE? • A module is a separate unit of software or hardware. Typical characteristics of modular components include portability, which allows them to be used in a variety of systems, and interoperability, which allows them to function with the components of other systems. The term was first used in architecture.

MODULE DEFINED • A module can be defined as a unit, chapter, topic, or segment of instruction. It is a standard unit or instructional section of your course that is a “self-contained” chunk of instruction. • The term module means different things to different people, modules are (containers) organizational units or buckets of content that use to organize the components of course.

A MODULE CAN BE DEFINED AS A UNIT, CHAPTER, TOPIC, OR SEGMENT OF INSTRUCTION.

COMPONENTS OF A MODULE

COMPONENTS OF A MODULE A module includes: 1. an introduction to the module’s objectives, its rationale or purpose, and context 2. activities that provide ways for students to engage with each other in discussion and with the information and concepts 3. opportunities to practice, apply, analyze or synthesize new information; may include worked or practice exercises, labs, or case studies.

COMPONENTS OF A MODULE (CONT. ) 4. a chance to reflect and articulate students’ acquired knowledge. Includes a formal or informal assessment of module’s objectives. 5. feedback to students regarding their learning and accomplishment of module objectives. 6. and possibly additional resources for students to extend their learning through enriching activities and evaluation

COMPONENTS OF A MODULE (CONT. ) • One module could contain a video lecture, readings, a discussion board assignment, and a live session, all rallied around a topic or learning objective.

TIME OF EACH MODULE • Time: If you have a synchronous course, each module will likely last the same amount of time (often one week). It would be less than ideal for your students to have, for example, one module that takes them a day to complete and another that takes them three weeks.

WHAT IS A 'CREDIT'? • Each credit equates approximately to 10 hours of work (including all contact hours such as lectures or classes, as well as further reading and any assessments) for the average student.

HOW MANY CREDITS IS MY COURSE WORTH? • Each Part of an undergraduate programme has a total of 120 credits and each programme has 360 credits in total for a three-year degree or 480 for a four-year degree. • Postgraduate programmes normally have a total of 180 credits.

HOW DO MODULES WORK IN UNIVERSITY? • Essentially, every year of a university degree course is split up into different modules, which have different values and count towards your final grade for that year. So, for example: if your whole university year is made up of a total of 120 credits, the value of your modules will have to add up to that amount.

WHAT IS IT LIKE TO STUDY A SHORT COURSE OR MODULE? • A module is a unit of study that is typically taken over a period of 10 weeks. A module can be taken either as a stand-alone short course (for interest) or as part of a Certificate of Higher Education.

HOW LONG IS A MODULE? • A full module usually lasts for two terms )3 เดอน )(view term dates). Each term is usually 10 weeks long. You attend the module once a week, usually for two hours. The total amount of time you spend in class is 40 hours. • A half module lasts for one term. Again, you attend the module once a week, usually for two hours. The total amount of time you spend in class is 20 hours. • Some students choose to take more than one module a year. We would advise any student who intends to do this to discuss the workload involved with our subject staff.

MODULAR COURSE DESIGN • Identify key topic areas. • Each module should point to important categories of content or conceptual pieces in your course that help guide students to recognize the big ideas. Think about the topics that you really want to stand out as students scan the overall structure of your course.

MODULAR COURSE DESIGN • Label your modules clearly and consistently. • Ideally, your module titles should be roughly the same length and adopt a parallel structure.

MODULAR COURSE DESIGN • Create modules of consistent structure. • the length of time, the amount of work, and the due dates of recurring materials. Students should have a clear idea of what’s expected of them on a week-toweek basis.

MODULAR COURSE DESIGN • Time: If you have a synchronous course, each module will likely last the same amount of time (often one week). It would be less than ideal for your students to have, for example, one module that takes them a day to complete and another that takes them three weeks.

MODULAR COURSE DESIGN • Workload: The amount of work required from your students should be similar from module to module. • Although workload will obviously vary some, try your best to give a relatively consistent amount of work throughout the course.

MODULAR COURSE DESIGN • Components: It also helps students to have a recurring structure of materials and due dates, • ie, students typically complete readings by Monday, video lectures by Tuesday, discussion board posts by Thursday, and quizzes every Friday. Giving a predictive structure for assessments is particularly important for generating accountability and ensuring students complete the materials in a timely manner.

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