A new course is conceptualised to meet an identified pedagogic need, or to fill a gap in the market. Or an existing course is re-conceptualised in light of evaluation.

Component processes: Review, Market research, Strategic planning/portfolio analysis, Benchmarking, Stakeholder engagement

Enabling systems: Learning design tools enable educational concepts to be visualised and explored. Market research and course evaluation data are used in a timely way to develop the curriculum portfolio.

In baseline studies, there has been criticism of the lengthy review period at many institutions, and the lack of routine involvement of learners. Technology can play a role in supporting more agile systems, and in allowing aspects of the curriculum to be communicated in ways that stakeholders can better understand and respond to.

The requirements of professional statutory and regulatory bodies (PSRBs) in some cases are seen as constraining of innovation on the part of institutional curriculum teams. However, the fact that digital technologies are revolutionising practice in many professions makes it easier to make the case for agile and responsive curricula to keep graduates up to date with these developments.

Communications technology is also being used to support better ongoing dialogues with external stakeholders who can play a role in initiating new curriculum ideas, and in reviewing existing provision. The JISC Business and Community Engagement programme is leading the way in this respect.

The process of course/module review.

Design Studio Resources

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