The University expects staff to plan teaching and student learning activity, be that at the level of the individual session, the module and/or the whole programme. Learning design should be coherent and thought through, aligned to relevant learning outcomes at module and programme level, and should encourage students to work hard.
As well as engaging in discipline specific subject material, design should also consider issues of how students learn and the stage they are at in their learning to ensure that teaching and assessment is delivered at an appropriate pitch. It should be informed by an understanding of the structure and purpose of the curriculum as a whole, by appropriate pedagogical principles and comply with University and other learning and teaching policy (e.g. requirements of professional bodies).
Design should also take into consideration the opportunities offered by online learning technologies, and issues of inclusivity. It should be research informed wherever possible.
York Technology-Enhanced Learning Handbook
Related policy and guidance