Relfection on Programme/Module Design

This was the work heavy module of the course. On reflection the key issue for me here is balance.
   I was not designing a module from the ground up. I was critiquing the module I present in Griffith College, that is Digital Photography for First year students on the BA in Photography.The first thing to be dealt with was the background, the landscape of third level education in Europe or the European Higher Education Area EHEA as it has come to be known. This area was dealt with in the commentary piece included with the assignment for this module, so there is no need to repeat myself here. The theory behind the  student centred, outcome based, critically aligned system that the EHEA follows was very detailed and made for some heavy reading.  But once one persisted understanding came and before the the assignment was approached I had an basic grasp of what was needed from the process.
  The module informed me and made me critically aware of the need for constructive alignment between the  minimum learning outcomes--- assignments---and the assessment strategy as pointed out by Biggs and Tang (2011). This in turn changed the way I built the assignments and led me to a  more considered approach to formative assessment( a term which was new to me at the start of the course) The terms formative and summative were very well dealt with in the newton paper which thankfully I read before starting the module and I was confident that I had a good grasp of both concepts and the importance of their timing within any given module.
  Going forward in my teaching and training journey this module is the one that will help me most as it gives me a system of checks and balances to apply to every class I give.  The diagram below
( Huntley Moore & Palmer, 2011) shows that this journey exists within the Paradigm of  a student centred outcomes-based model for module design. I realise that our aim is to produce graduates who can take up their place in professional practise. To that end  there are goals to be achieved by the process. This Manifests itself in the design of the course and its content, classes relate to  assignments, the assignments are designed hit all of the Minimum learning outcomes  over the module and  they are assessed to make sure the learner has acquired the skills/knowledge relevant to those  outcomes. If i were to consider getting a tattoo after this course it would be of the diagram below as for me it illustrates the system, its component parts and their relationship to each other.
However as I  still have not followed through to get that first Mum and Dad  tattoo I suppose this one to will never happen either!

Biggs, J.B., Tang, C.S, (2011). Teaching for quality learning at university: what the student does. Maidenhead: Open University Press.( pp 10-12)

 Huntly-Moore,S., & Panter,j.2015, An Introduction to Module Design. Ireland: AISHE.
Available at http://www.aishe.org/wp-content/uploads/2016/01/3-Module-Design.pdf
( p 6) ( Accessed: 29th December 2017)

Newton, P.(2007). Clarifying the Purpose of Educational Assessment.Assessment in Education.
Vol 14. no.2 July 2007 ( pp 149-170)