This page outlines the terms that you will encounter as you work through course review, design and development, using the course design process and CourseSpace.
Assessment: The evaluation of student achievement in relation to an assessment task.
Authentic Assessment Tasks: Tasks that combine aspects of discipline knowledge with real professional performance, addressing a range of applicable industry, sector and university standards.
Baseline: The first step in Design Phase 1 of the course design process, in which course teams create a framework for the course.
Capstone Learning and Teaching Strategies/ Assessments: Authentic rich tasks, activities or artefacts that enable students to demonstrate how they meet all course standards by the end of their course.
Commitments: Values, beliefs and/or dispositions emerging from the Baseline analysis that course teams agree on as guiding motivators for the course design process.
Components: Parts of the course review, design and approval process enabled by CourseSpace.
Constructive alignment: An outcomes-based approach to teaching in which student learning outcomes are defined before teaching takes place. Teaching and assessment methods are then designed to achieve and assess those outcomes.
Course: A coherent collection of subjects that make up a recognised final award, such as a Bachelor Degree.
Course Design: Process of creating a new course for which the university has identified a need.
Course Design Process: Iterative, collaborative design and constructive alignment of learning experiences to meet the needs of student learning. The process applies to both new courses and courses undergoing review.
Course Development: Subject level development of learning and teaching strategies, modules, learning activities and resources. Development is undertaken using the course design process.
Course Enrolment Patterns: The pathway through a designed sequence of subjects that the majority of students will follow.
Course Learning Outcomes: Descriptions of what graduates will know and be able to do when they have completed a course.
Course Lifecycle Handbook: The manual that explains the Course Design Process in detail, including step-by-step instructions for course design.
Course Modification: Changes to a course at subject level such as subject outcomes, learning experiences and module specifications, including the addition of new subjects.
Course Review: A scheduled process which includes evaluation of the quality and performance of an existing course. Review is undertaken using the course design process.
CourseSpace: Bespoke software that supports course teams to engage in communication, design, feedback and approval processes for course design.
Evidence of Learning: Tangible evidence of achievement of the Course Learning Outcomes which inform the design of assessment tasks at the subject level.
Feedback: The process of seeking perspectives to inform evaluation during course design. This may include feedback from course team members, peers, students, external advisors and university leaders.
Integrated Standards: A single set of standards created from multiple requirements relevant to a course. Relevant requirements may include CSU Graduate Learning Outcomes and Australian Qualifications Framework and professional accreditation bodies requirements.
Iterative Design: Using and responding to feedback for continuous improvement of course design.
Learning Design: A process in which pedagogies and their related strategies and activities are applied to meet specific learning outcomes for a subject.
Modification: A course or subject change which occurs without a contribution from an external stakeholder, but which requires approval.
Module: A planned set of learning activities which enable the scaffolding and scheduling of learning and teaching in a subject.
Module Design: Creating activities and resources that utilise learning and teaching strategies to achieve the Course Learning Outcomes.
Online Learning Model: A set of elements designed to increase student engagement, retention and overall satisfaction in an online mode of delivery.
Smart Learning: Smart Learning was the first iteration of a university-wide course design, implementation and course performance initiative. Smart Learning has been refreshed and is now called CourseSpace.
Stage Documentation: Documents used to record decisions in relation to the course design process, when conducted outside CourseSpace.
Standards: Statements established by professional bodies that describe the expectations for graduates. These statements define the required knowledge, behaviours and attitudes that graduates must demonstrate.
Subject: A unit of learning that consists of a subject description and constructively aligned learning outcomes, learning and teaching strategies and assessment tasks, which contribute to student achievement of the Course Learning Outcomes.
Subject Learning Outcomes: Specific statements about what students are expected to know or be able to do as a result of completing a specified learning experience and assessment tasks in a subject.
Threshold Levels: Quality assurance of course design. Feedback from course team members and other stakeholders provide evidence that indicates agreement with the quality of course content and information.
Waypoints for Approval: Approval points during the CourseSpace design process.
Workplace Learning: Active participation and purposeful engagement by students with professional roles and responsibilities in real world or virtual professional environments, including simulated environments.