Writer 2200 words critique for a module descriptor ( about a course to be taught at university for postgraduate student).

Order Description
IT IS IMPORTANT TO READ THE UPLOADED FILES:

Writer 2200 words critique for a module descriptor (course to be taught at university for postgraduate student).
I am requested, with two other members of a group, to design any module that can be taught at the university. We agreed about the general outline of the Module; Module overview and aims, leaning
outcomes, Module content, Methods of teaching/learning, Assessment strategy. Also, we discussed the theory of curriculum design, learning methods/strategies, and assessment & evaluation. We
proposed two theories of curriculum design models. The main goals of this module are listed in the module descriptor which is attached.
We are requested to write individually a critique about the modules based on the theories of teaching-learning and curriculum design.
Maybe our choose of the curriculum module design were excellent, which are Product Module and Process Module, maybe there are other better approaches to be used for designing this module. Based in
the main curriculum modules that we chose (Product & Process) need to be discussed showing the pros and cons of our module and what could be improved using other approach of curriculum module
design.
Look to the power point presentation attached to help you know how we arranged the module.
You will notice in the module descriptor each part of it we proposed curriculum design theory to be used for this part.
The writer needs to read the module descriptor see the comments on it. Also, I attached some copy-passed information about the main theory that I think is relevant to this module. Then write a
critique about it. The critique is explained below with details about how the assessments are going to be for this task.
The critique
By critique we mean that it is important to question the information and opinions that are held within the module that your group has developed and to present your evaluation of this within the
assignment. In order to do this you should attempt to consider the module from different perspectives (hence the presentation has been included to provide formative feedback and to offer different
viewpoints given the roles played by each stakeholder). It is important that you consider and articulate different strengths and weaknesses within your module, analysing both the content of the
module (aims/outcomes/assessment) and the theoretical concepts (such as constructive alignment) that have informed this. You should show an understanding of how these are related and may have
influenced each other. The critique should be a balanced discussion and evaluation of the strengths, weaknesses and notable features of the module with consideration given to how this could, or has
been, implemented within your department or division. It should involve asking questions about the knowledge and motivations of those developing the module, considering the evidence used to support
arguments, and about the logical basis for the final module outline. At the conclusion to the wo1)rk it is also important to reflect upon what can be learned from the process.

It is expected that these will include notions of the hidden curriculum, institutional values, assessment, evaluation and feedback, student learning and models of curriculum development (such as
constructive alignment).

Assessment criteria
The following will be used to inform the marking.
1) The breadth and depth of knowledge of principles/theories underpinning curriculum and development.

Here we are seeking to see how comprehensive your use of relevant evidence is. This can be drawn from practice and study of the underpinning theory and should show an appropriate selection and
coverage.

2) The extent to which appropriate principles, theories, evidence and techniques are used to inform critical evaluation of both the module produced and the process of module development.

Here we are looking at how well you have been able to take the knowledge that you have gained or brought with you and have used this to support the argument/s that you have developed

3) The level of insight shown that is original or innovative

Here we are looking at how well you can demonstrate your understanding of curriculum design and development to bring forward insights that show how you can interpret and offer observations on
theory and practice that show alternative and creative perspectives

4) The presentation of the material, based on clarity, coherence and concise argument

Finally we are looking at how well the information presented can be followed by the reader, has a logical flow to the argument being presented so that it is a fluent piece of written work

Indicative Reading
These references are offered as those identified by the teaching team that may be relevant as you undertake your critique. They are not an exhaustive list and offer perspectives on different
aspects of the development of modules.
Recommended Reading
Barnett, R. (2009) Knowing and becoming in the higher education curriculum Studies in Higher Education, 34(4), 429-440
Barnett, R. & Coate, K. (2005) Engaging the Curriculum in Higher Education Maidenhead, SRHE/OU Press
Biggs, J. & Tang, C. (2007) 3rd ed. Teaching for Quality Learning at University Buckingham: SRHE/OU Press
Hmelo, C. (2013) The international handbook of collaborative learning New York: Routledge
Hussey, T. & Smith, T. (2003) The Uses of Learning Outcomes, Teaching in Higher Education, 8(3), 357-368
Knight, P. (2001) Complexity and Curriculum: A process approach to curriculum-making, Teaching in Higher Education, 6(3), 369-381
Land, R., Meyer, J. & Smith, J. (2008) Threshold Concepts within the disciplines Rotterdam: Sense
Price, M,. Taras, M., Merry, S. & Carless, D. (2013) Reconceptualising feedback in higher education: developing dialogue with students London: Routledge
Zeigenfuss, D.H. & Lawler, P. (2008) Collaborative course design: changing the process, acknowledging the context, and implications for academic development, International Journal for Academic
Development, 13(3): 151-160
It is important to read the below; so you can write the critique from this perspective.

Motivation behind our proposed course, Why this course?
Because we live on a time were communications means are in the hand of everyone. This is the time were people can easily communicate, using TV, radio, smart phones. However, instead of
communicating with each other and build bridges, we tend to love segregation and building walls. The movement forward division are raising and unity for a human rise is demanding more than any time
before. We live in a single plant that was created with no boarders. We divide it and started creating regions. We think we can build walls and be safe when others are suffering! We think what
happening somewhere in the world is not going to affect our life directly or indirectly! We saw how it does matter and it does affect us even if we are thousand miles away. We saw the effect of
pollution and global warming is happing and it going to cause more problems on the future if we did not look after our plant and how we treat it!
We saw how crisis on other part in the world can cause issues to another part of the world, such as conflict in Syria and Iraq!
This course should make the student think more broadly about our home plant and what is going on in it!

Overview of our proposed Module: This module is designed to equip students with the relevant skills to establish a harmonised interstellar community. This will be achieved by examining the human
and physical parameters of long-term interstellar colonization. The student need to understand the dimensions of the universe and what does it need for a human to be fit physically and emotionally
for interstellar space travel, this can range from travelling to the international space station to the closest galaxy, which is the recently discovered “Canis Major dwarf galaxy”, which is “only”
25,000 light-years away. So it would take 25,000 years to get there if you travelled at the speed of light. They need to think about our planet and the universe, and of how to form a community
(from any faith?) to go for such journey. There is no wrong or correct answer for this, however, the student need to write a report in the end of this module about their ideal harmonic community
supported by reasonable discussion.