ANGLIA RUSKIN UNIVERSITY
Approval and Review Proposals Including Elements of Distance Learning
1.
Introduction
1.1
In order to assure the academic standards and quality of educational
provision of distance learning (DL) proposals for Anglia Ruskin students, the
Senate (29th November 2006) has determined that the approval process
requires additional information and documentation when DL pathways are
proposed. Similarly, additional information and documentation is required
during a Periodic Review or when a Review Team is either (a) introducing
elements of DL delivery to an existing pathway(s); (b) developing a new
pathway which includes elements of DL or; (c) proposing new DL modules
via the Curriculum Revisions process.
2.
Process
2.1
The e-learning descriptors and e-learning matrix at Annex 1 differentiate the
various types of DL delivery that can be employed and identify the staff
development and resource issues that are usually attached to each type of
DL delivery. The issues highlighted in the e-learning matrix to be considered
when proposing, and delivering, pathways which include elements of DL have
been incorporated into the documentary requirements in section 2.4 below.
2.2
During the early stages of development, Proposal Teams are required to
consult the Quality Assurance Division to discuss the exact nature of the
proposal to establish the approval process which needs to be undertaken,
including details of the examples of learning materials which may need to be
approved as part of the event (see paragraph 2.5 below). The quality of the
learning materials are of critical importance to pathways delivered on a fully
distance learning basis. The Panel will carefully consider their
appropriateness as part of the approval process.
2.3
Also during the early stages of development, Proposal Teams are required to
consult DL expertise (e.g. available initially from the Faculty Learning
Technologist and from INSPIRE [Anglia Ruskin University’s Centre for
Learning and Teaching]) and to provide evidence of this consultation in the
approval documentation submitted (Document 1).
2.4
Detailed content for the approval of a pathway containing elements of DL
The proposal documentation focuses on the issues/topics described below
and adopts the same section headings and sequence:
(1)
Document 1: Pathway Information
(a)
Front cover

Proposed award(s), including intermediate and staged awards
(e.g. Cert HE, Dip HE)
Proposed pathway title(s)
By full time or part time study
Minimum and maximum cohort numbers (for franchise delivery
or where required by Faculty/Professional, Statutory and
Regulatory Body (PSRB)) and number of cohorts/ intakes per



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

annum (where required e.g. for professionally accredited
awards)
Proposed mode(s) of delivery (e.g. Face to Face, Blended,
Workbased Learning, Distance Learning)
Proposed delivery site(s)
Proposed month and year of first intake.
(b)
A paginated contents page
(c)
Introduction

The introduction should provide a brief summary of the
contextual background to the proposal. This includes:

a statement regarding the approval status of the pathway
(e.g. is it a brand new initiative, a proposed DL delivery
mode for an existing campus based pathway etc.)

a statement regarding the delivery status of each module
within the proposed pathway i.e. whether each module will
be delivered by face-to-face teaching, online supported
face-to face teaching, blended learning or distance learning
(please refer to the e-learning descriptors and e-learning
matrix at Annex 1 for definitions).
(d)
Section 1: Curriculum Design, Content and Delivery
NB: where a proposal is for an DL delivery of an existing,
approved pathway, a commentary on the curriculum design is
not required. You may, however, wish to highlight particular
features for the attention of the Panel, for example, innovation in
the curriculum, relevance to employment etc. Any changes to
existing curriculum design or content as outlined in the PSF and
MDFs must be detailed in this section.
(i)
Explanation of the rationale for the design and content of
the curriculum (NB: not required for proposals for an DL delivery of
an existing, approved pathway unless changes are proposed to
accommodate DL delivery)

Commentary on how the Intended Learning Outcomes for
the pathway(s) were developed including reference to:
- the use made of national and internal reference points
e.g. the relevant qualification descriptor within QAA’s
Framework for Higher Education Qualifications
(England) and Anglia Ruskin University’s level
descriptors and Academic Regulations
- the students’ acquisition and development of skills and
competencies and development of the independent
learner
- the incorporation of professional competencies PSRB
requirements
- any input from employers or professional associations.
NB: The Intended Learning Outcomes are an important
aspect of a proposal. They are an explicit statement of the
academic standards set by the Proposal Team for the
pathway(s) and are carefully drafted in the knowledge that
they are closely scrutinised by the Approval Panel.
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
Commentary on the academic features of the curriculum as
demonstrated through the MDFs including reference to:
- the coverage of key academic areas for the subject
- the use made of the relevant QAA Subject Benchmark
statement(s)
- the extent to which the constituent modules contribute
to the pathway learning outcomes (cross referenced to
Appendix 1 of Document 1, the module to pathway
learning outcomes mapping exercise)
- the relevance of the curriculum to students’ subsequent
employment
- innovation or development within the curriculum
- staff research interests and how these inform the
curriculum
- incorporation of the pathway and any new modules to
the Faculty’s Framework Award(s) (where approved).

Specific reference should be made to any other national or
PSRB requirements not mentioned above (e.g. there may
be specific requirements regarding admission to the
pathway) and whether PSRB accreditation will be sought
for the proposal.
(ii)
Delivery of the Curriculum
NB: this section is of critical importance for DL proposals

A rationale for the selection of the proposed delivery
system including an evaluation of its fitness for purpose in
relation to the subject matter, its reliability and details of
contingency plans in the event of failure
Commentary on how the learning and teaching methods
and strategies outlined in the PSF will be put into practice
for DL students making reference to the following where
appropriate:
- the key functionality and/or technical features which will
be employed within the delivery system (e.g. the use of
videos, expert hotseats, forums, message boards,
additional software outside the VLE)
- innovative learning and teaching methods and
strategies
- mechanisms for online communications between the
student and tutor and student to student
- the operation of any proposed practice placements,
laboratory work, field work, work experience, visits etc.
Commentary on the student experience including specific
reference to:
- the proposed pattern of delivery and pace of study
- the expectations in relation to student managed
learning i.e. how much time students must dedicate to
study each week, how often they will be expected to
interact with the learning materials etc. (NB: this could be


incorporated into a learning agreement – examples are available
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from the Quality Assurance Division. These details should be made
explicit in the Student Handbook and on the VLE)
-
the guidance which will be given to students on
autonomous learning (NB: this could be incorporated into a
learning agreement – examples are available from the Quality
Assurance Division. These details should be made explicit in the
Student Handbook and on the VLE)
any specific technical requirements for the student
- the consideration the Team has given to the student
experience in the design of the learning
materials/delivery system (i.e. from the perspective of a
student studying alone at a distance)
A schedule for the uploading, testing and availability to
students of learning materials for all modules within the
pathway. Upload and testing for the ‘student ready’
modules within the initial period of delivery must be
completed at least one month prior to the first delivery of
the pathway (NB see paragraph 2.5 below regarding the
approval of learning materials by the Panel at the approval
event)
Mechanisms the Team will employ to evaluate and monitor
the continuing fitness for purpose of the delivery system
-


(e)
Section 2: Assessment Strategy
Commentary on the assessment strategy used to evaluate
student achievement making reference to:
(f)
-
the variety of assessment methods used within the
modules (cross referenced to Appendix 2 of Document 1,
the Assessment mapping exercise) and any innovative
approaches to assessment
-
the use of formative assessment to monitor progress and
maintain engagement throughout the modules
-
details of assessment systems including procedures for the
submission of work, receipt of work, marking and
moderation (including processes that ensure that the work
submitted is the student’s own), the provision of feedback
on assessed work
-
details regarding the pattern and loading of assessment
(cross referenced to Appendix 2 of Document 1, the
Assessment mapping exercise)
-
the strategy and methods used to assess students in
practice, on placement, in the workplace etc (Proposal
Teams are advised to consult the Senate Code of Practice
on Work-Based and Placement Learning and associated
Procedural Document).
Section 3: Student Support
Commentary on the support available to students including
specific reference to:
-
student induction and registration
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(g)
-
academic and pastoral support including the personal
tutorial system, local learning support for students
undertaking practice placements or practice learning etc.
(Proposal Teams are advised to consult the Senate Code
of Practice on Work-Based and Placement Learning and
associated Procedural Document).
-
student representation systems
Staffing and Learning Resources
(i)
-
-
commentary on the human resources linked to the pathway
making reference to the following:
details regarding the levels of staff to support the pathway
an evaluation of the additional workload for staff (e.g. the
development and updating of learning materials, online
facilitation etc.)
the expectations and commitments regarding staff
involvement (e.g. expected response times to posts or
emails, how/when staff will be contactable, how often staff
will interact with the delivery system (NB: these details should
be made explicit in the Student Handbook and on the VLE)
-
-
-
-
(ii)
-
-
(h)
the strategy in place to ensure effective communication
with students
provision made for placement learning/student exchange
etc. (Proposal Teams are advised to consult the Senate
Code of Practice on Work-Based and Placement Learning
and associated Procedural Document)
the strategy in place to ensure effective communication
with staff or other stakeholders in other locations e.g.
module tutors at partner institutions or staff in practice/work
placements etc.
the staff development strategy including plans for training
staff in the uploading and maintenance of learning
materials and in the tutor interventions during delivery,
performance tracking, formative assessment and informal
feedback etc.
opportunities for ongoing professional staff development
related to the pathway(s) and the linkages to the Faculty/
Departmental staff development policy.
Details of the learning resources available to students
including:
details of arrangements for access to library resources (for
example a link to electronic library catalogue or details of
local arrangements for access to library facilities ) to enable
External Panel Members to make an assessment of the
available resource
reference to any physical or specialist resources required
(cross referenced to the relevant MDFs)
Appendices
(i)
Online learning agreement (proposers should give
consideration to drafting an online learning agreement).
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(ii)
Appendix 1: Module to pathway learning outcome mapping
exercise
A completed mapping exercise demonstrating how the
individual modules collectively contribute to achievement of
the intended learning outcomes for the pathway as a whole
i.e. whether there is academic coherence within the
pathway. The mapping exercise identifies those modules
(normally compulsory modules) which contribute to student
achievement of the intended learning outcomes of the
pathway as a whole [NB The template for this mapping
exercise is available at: www.anglia.ac.uk/qad].
For Foundation Degrees only a mapping exercise linking
the pathway to its proposed progression route(s) and
detailing how the learning outcomes of the foundation
degree map against the learning outcomes of the level 1
and 2 modules of the proposed progression route [NB The
template for this mapping exercise is available at:
www.anglia.ac.uk/qad].
(iii)
(2)
Appendix 2: Assessment mapping exercise [NB The
template for this mapping exercise is available at:
www.anglia.ac.uk/qad].
Document 2: MDFs and PSF(s)
The PSF for each pathway under consideration is provided [NB The
PSF template and guidance on completion of the PSF can be
accessed at: www.anglia.ac.uk/qad].
MDFs for all modules contributing to all pathways under consideration
are provided in a paginated document. MDFs are sorted by new
modules, amended modules and existing modules. Written permission
from the relevant Head of Department accompanies any proposed
amendments to modules which are from the portfolio of a Department
other than the managing Department for the proposed pathway(s).
(3)
Document 3: Abbreviated Staff CVs
An abbreviated CV for the Anglia Ruskin Module Leader for each of
the constituent modules within the pathway(s) submitted for approval
is provided in alphabetical order [see Appendix D: Guidance Notes
on Content of Abbreviated CVs of Academic Staff].
A paginated
cover sheet is included. [For events considering new pathways to be
delivered at partner institutions, the CVs of all staff who will deliver the
modules at partner institutions are collated as a separate section
within the document. A table detailing the staffing allocation at partner
institutions is included as appendix 3 to Document 1].
(4)
Document 4: Draft Student Handbook
A draft of the Student Handbook is provided, appropriately
contextualised for the needs of students studying at a distance, written
with reference to Anglia Ruskin University Guidelines on the Contents
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of a Student Handbook
www.anglia.ac.uk/qad].
2.5
[the
Guidelines
are
available
at
In addition, dependant on the nature of the proposal, the Proposal Team may
be required to provide examples of the learning materials to support the
delivery of modules. The materials must be accessible two weeks prior to the
approval event and will be formally considered by the Panel on the day of the
event. Where a pathway will be delivered on a fully distance learning basis
the requirements detailed below apply. Where a pathway will be delivered on
a blended or partly distance learning basis the requirements will be
determined by the Head of Quality Assurance on a case by case basis:
Where a pathway is to be delivered on a fully distance learning basis
Proposal Teams are required to provide:

a complete set of content in the selected format for one module to be
delivered in whole or in part in the first period of delivery (e.g.
semester or trimester)*; and also

examples of content in the selected format for those remaining
modules to be delivered in whole or in part in the first period of
delivery (e.g. semester or trimester)*;
*
Many pathways are delivered by a combination of classroom-based and
DL delivery mechanisms. In these circumstances, examples should
come from those modules delivered by DL for the period (semester or
trimester) when such delivery first occurs.
The above must be available on the VLE two weeks prior to the approval
event for the Panel to consider and will also be available during the event to
facilitate discussion.
2.6
At the Planning Meeting, the Event Chair determines whether attendance of
an DL expert is required at the event, to advise the Panel accordingly.
2.7
The Programme and Checklist of Issues for events considering DL delivery
are amended to direct panel members to consider relevant issues.
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ANNEX1
E-learning Mode Descriptors
Base Mode: Module information online
At this level, module information such as the Module Definition Form or in an
extended form the module guide is made available and accessible on a network drive
or web site.1
The purpose is purely about giving learners essential information about modules, but
does not include any learning materials or activities. It is also intended to fulfil Anglia
Ruskin university’s requirement to issue relevant information on modules and
pathways.
Mode 1: Online supported face-to-face teaching
In Mode 1, a face to face module is supported by resources made available online for
instance in a VLE, on a networked drive, website or other means of networked
access. These resources can include:
 course materials such as lecture notes, handouts, references and readings,
etc.,
 internal and external resources such as links to resources held in Anglia
Ruskin university digital library and external web site, e-journals and books,
as well as
 generic resources such as subject handbook, study skill guides, module
reading list, etc..
The learning will involve mainly the interaction with contents, but may also include
electronic feedback using quizzes and e-mail. Communication tools may be used but
mainly for support and feedback.
The use of the online provision or elements thereof can but doesn’t need to be a
mandatory element of the module’s delivery and learning (e.g. when resources are
only available in the VLE or quizzes are part of the assessment).
Mode 2: Blended format combining face-to-face with online
This mode consists of a potentially wide range of delivery formats as it may combine
a variety of different online activities with face to face teaching. The proportion of
face-to face or classroom activities may vary greatly from very little (e.g. 10%) to a
high proportion (e.g. 80%).
Mode 1
Mode 2 (blended)
Face to Face
(online
supported)
Mode 3
Online activities &
facilitation
Distance
Learning
Face- to face
Online activities may involve:
 (Online) activities undertaken independently or to support face to face
teaching, - for example the interaction with contents, quizzes,
learning/reflective journals or development logs, case studies, etc.
1
In Anglia Ruskin’s context, access is currently provided through evision (protected) and the
timetabling site (open) but currently only includes the MDFs.
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

ANNEX1
Online communication and collaboration, - for example as online support, task
related interactions (e-tivities) in computer mediated communications using
audio/video conferencing, discussion fora, chats, blogs, SMS, etc., hotseats,
peer review, critical friendship
Online assessment and feedback – for example receiving formative feedback
and assessment via computer assisted assessment (CAA) and other formats
(e-portfolio, blogs, etc.)
For approval, staff development and resourcing reasons the proportional relation of
face to face to online or flexible learning format and its rationale needs to be
considered carefully. Furthermore the type of online activities and their proportionality
needs to be clearly defined to identify the needs arising from the learning technology
and its technical support, learners, staff development and support and potential QAA
issues (e.g. online assessment and e-submission). A careful balance between online
and face to face elements needs to be achieved so that they complement each other
and the online element(s) are experienced as part of the course rather than
additional work. Time allocated to online and face-to-face tasks needs to be identified
clearly in the MDF.
Examples:





Mainly face to face course complemented by online activities such as reading
and/or listening activities with online quizzes and/or writing tasks submitted
via email for feedback. In this example the online element may serve as
consolidation of learning following the face to face delivery and may reduce
f2f contact proportionally (e.g. 1 hour out of 3 hours teaching per week)
50/50 mode where classroom teaching online collaboration and
communication are equally or fairly equally proportioned.
Learner
participation and interaction in online communication is mandatory and crucial
as well as online facilitation by tutors/online facilitators. There may be
variations how face to face versus online communication are delivered e.g.
sequenced face to face seminars/ online activities or blocked face to face with
longer periods of online interactions
some face to face for instance a day long workshop at the beginning followed
by online CMC interaction
as above but interaction consists of self-directed learning following guided
online learning tasks based on contents and quizzes or other formative
feedback mechanisms. The online communication supports learners in their
learning but does not include learning activities
Practice or project based learning where the online environment is mainly
used to support and scaffold the learning experience for instance by using a
reflective journals e.g. e-portfolio, blog, peer reviewed forum, etc..
Communication such as chats, conferencing and email could be used for
tutors to support learners remotely or for learners to support each other.
Mode 3: Distance learning
Provision in this mode consists of online distance learning, where there is no face-toface component (except perhaps for ‘summer school’-type activities or learner
support). All learning is undertaken in the online environment, although it is likely to
consist of online activities similar to those described for Mode 2.
This provision has been defined in its own right as the changes in administration
management and support for such courses differ considerably from those delivered
in online supported or blended mode.
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ANNEX1
E-learning Matrix (as relevant for DL Approval and Review processes)
Level
Mode 1 online supported
Face-to-face teaching is
supported
by
online
resources.
Use
of
resources may be optional
or mandatory, but none of
the learning is designed to
be exclusively online
76
Mode 2 blended
Blended learning, where
part of the learning is
wholly online, but the
course also contains a
face-to-face component
Mode 3 distance
Online distance learning,
where there is no face-toface component (except
perhaps
for
‘summer
school’-type activities). All
learning is undertaken in
the online environment
Online provision
Staff development
Resources
Issues
> Content files uploaded to
a VLE
> External resources e.g.
internet materials
> Generic resources built
into the VLE e.g. library
portal
> Understanding of e- > Access to VLE
> Student registration
learning design
> Basic IT tools to needs to allow prompt
> Technical competence prepare resources
VLE access
to manage VLE course
> Students need to be
and to upload content
trained in VLE use
files
> Basic student support
and monitoring
[below here, parts of the learning are delivered wholly online, and access becomes mandatory for students]
As Mode 1, plus:
As Mode 1, plus:
As Mode 1, plus:
As Mode 1, plus:
> Online learning activities
> Online facilitation
> Additional software e.g. > Student registration
> Online communication
> Preparation of online CAA, e-portfolio, wikis, becomes a crucial issues
> Formative feedback and learning activities
blogs
> Online assessment
assessment via CAA and >
Principles
and > Staff time for LA procedures
other formats (e-portfolio, technology of CAA
development
and > accounting for online
blogs, etc.)
facilitation
facilitation
in
teaching/workload load
[below here, there is no face-to-face delivery and students are wholly reliant on the online environment]
As Mode 2, plus:
As Mode 2, plus:
As Mode 2, plus:
As Mode 2, plus:
> Portfolio and other >
e-moderation
and >
Robust
student > Student support
evidence-based
experiential learning
induction materials
> Staff workload and time
feedback/assessment
> Student support
> Additional staff time for accounting
> Online submission via the > Use of portfolio etc
facilitation
> Course administration
VLE
> Use of additional >
Additional
student > Marketing
software
support facilities
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