The ‘Ideal Module’ and
‘Bite-sized’ Learning
Dr Anita Walsh, Birkbeck, University
of London
SEEC Seminar 11 November, 2008
The ‘Ideal Module’ and
‘Bite-sized’ Learning

Definition of module:
A self-contained, formally structured
learning experience with a coherent
and explicit set of learning outcomes
and assessment criteria
(Credit bodies, 2001)
The ‘Ideal Module’ and
‘Bite-sized’ Learning

In a credit framework each module
has a credit value (which represents
notional time) and credit level

BUT there is no formal
recommendation for a standard
module value/size – why?
The ‘Ideal Module’ and
‘Bite-sized’ learning
Institutional autonomy – in 2004 70%
of institutions had a standard module
size
 BUT values reported: 10, 12, 15, 20,
30 and frequently double, triple and
half modules allowed
 In addition, on occasion, reference to
4 or 5 credit modules

The ‘Ideal Module’ and
‘Bite-sized’ Learning

Are some of these values ‘wrong’?

Credit provides evaluation of learning
experience but doesn’t structure it

What are the considerations relating
to module size?
The ‘Ideal Module’ and
‘Bite-sized’ Learning
A standard module size offers
flexibility in terms of programme
design
 Arguably the smaller the module size
the greater the flexibility
 BUT also increases assessment
burden (e.g. 1 x l,500 words on
different topics c.f. 3,000 words on
one)

The ‘Ideal Module’ and
‘Bite-sized’ Learning

What is the intention of the learning
experience?

‘Taster’ module – 5 credits
Dissertation – 60 credits

How does level affect the size of a valid
learning experience?
The ‘Ideal Module’ and
‘Bite-sized’ Learning

There has been a shift away from
small modules in the first year –
perhaps also difficult at postgraduate
level?

How does standard module size relate
to ‘bite-sized’ learning outside the
university?
The ‘Ideal Module’ and
‘Bite-sized’ Learning

Difference between work-based
delivery (= different context) and workbased learning (= different content)

Aim is to achieve equivalence
between learning inside and outside
the institution
The ‘Ideal Module’ and
‘Bite-sized’ Learning
If part of a small, tailored award does
the ‘bite-sized’ learning need to
conform to standard module? Why?
 Does precise measurement of time
matter?
 Volume of assessment as a proxy
 Academic judgement of level
fundamental
