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course building

Mondofacto can help you to create courses that can be run in a number of ways:

We can convert existing face-to-face courses into distance learning, allowing you to make your most popular and successful courses available to a wider audience - increasing student numbers and your revenue.

We focus on the learner, and they guide and inform everything we do. For us, the important question is will learners be able to do things better after the learning? We understand how people learn, and all our courses incorporate the important elements of learning:

The stages in the course building process are outlined below. We have included a brief description of how we can help at each stage, and if you want to know more, click the 'Read more' button for a more detailed description of that stage. We have also included some examples of quality assurance questions that should be asked at each stage of course development; you can view these by hovering over the highlighted words.

1. Analysing your requirements

We can help you to write a detailed project specification. This could include an analysis of the market for your course, an analysis of your students' learning needs, and a review of your existing course content.

Analyse the market

We can identify the target marketAre the course fees appropriate and in line with the market? for your course; research your competitorsHas a business case for this course been made? and consider how you can improve on what they offer; and plan a marketing and student recruitment strategy.

We can help you make sure that your course fits your teaching and learning strategy, and, if required, we will ensure your course meets accredationHave you established relationships with professional bodies? requirements.

Define learning requirements

When we develop a course, our first question is always "what do you want your students to be able to do by the end of this course?". Your answers will inform the course aims and learning objectives.

We can conduct a training needs analysis that will help you identify the knowledge and skills outcomes for your studentsHas a student profile been prepared?, and any key skills they will develop through your course.

The skills hierarchyIs the course pitched at an appropriate cognitive skills level to achieve the course aims? rates analysis and synthesis as higher level skills, and knowledge and comprehension as lower level skills. We will ensure your course develop your students' skills at the appropriate level.

Review your existing provision

Our clients sometimes want to deliver an existing courseHas an audit of existing learning materials been carried out? in a different way - perhaps using distance learning or blended learning. If you plan to use existing course materials, we will review these materials to ensure they will achieve your course aims and objectives, and are suitable to use with your chosen delivery system. Working closely with your subject experts, we can adapt your course materials to allow them to be delivered through distance or blended learning.

Define support and resource requirements

Distance learning is a new experience for many students and staff, and we can assess your training requirements, and provide a range of materials to supportWhat provision (study skills, IT skills, language training) needs to be made for students preparing for this course? both students and staff; for example, students may need a module study guide, IT training or study skills training to help them complete your course. Staff may need IT training and information on how they can best support students learning in unfamiliar ways.

We can also help you identify the resourcesHave you identified resources and made sure they will be available for the life of the course? you will need to successfully run your course; for example, which teaching and support staff will be involved, and what IT and library resources will be required?


2. Designing the learning

We can work with you to write course aims and objectives that are specific and measurable, to create a curriculum that addresses all these aims and objectives, and to develop assessments that allow students to demonstrate the required skills and knowledge.

Develop course aims

We will work with you to compile course aimsAre the course aims clearly stated on the promotional materials? that are relevant, precise, complete and achievable.

Curriculum planning

We can help you to plan a curriculumHas the syllabus been agreed by the appropriate academic board? that addresses all your course aims and objectives, and is achievable with the time and resources available.

We believe that every course should tell a storyAre there different pathways through the course, and have these been made clear to students?: your course should allow students to see the links between topics and concepts. We can suggest several 'story' options, and work with you to select the best option for your course.

Course mapping allows you to develop your students' skills across the skills hierarchy. For many courses, the first 20% of learning sessions will involve lower level learning objectives that require low-level cognitive tasks, such as guided reading or guided knowledge discovery; this allows students to build a strong foundation of knowledge, before going on to complete higher level tasks, such as knowledge application or evaluation of evidence.

We recognise the importance of feedback for both students and staff. We make sure that feedback mechanisms are built in at appropriate stages in your course. If required, we can train your staff to give feedback.

Develop learning objectives

Good learning objectivesDo the learning objectives specify a performance that can be measured? must be specific, measurable by assessment, contribute to the course aims, and be at the correct cognitive level. Learning objectives allow you to ensure that your course is delivering the intended learning outcomes and allow your students to assess their own learning. We can work with you to write learning objectives for each of your learning sessions.

Develop an assessment strategy

The assessmentsAre the types of assessment and the criteria clearly explained? we write are always developed to test the course learning objectives. We can develop many forms of assessment, including MCQ or EMI questions, essay questions, presentations or learning portfolios . We can help to develop in-course and final assessments.

Define the instructional strategy

We develop distance learning courses, face-to-face learning, or courses that can be delivered using a blended approach combining both face-to-face and distance learning. We also have expertise in converting face-to-face courses in to online courses, allowing you to make your most successful courses available to a wider market.

If you are running a distance learning course, we can offer guidance on your course delivery systemHas support for the delivery system been agreed?. Many universities run their own learning management systems (LMS). We can train your staff to use your existing LMS to deliver an online course, or we can help you to select the best LMS for your requirements.


3. Developing learning materials

Our courses emphasise interactivity and learning by doing. We can help you design learning activities that develop the skills and knowledge your students need to meet your course outcomes.

Development of learning materials

Our courses emphasise interactivity and learning by doing, and learning activities that help students achieve the learning objectivesHave educational guidelines been set up to ensure that learner requirements and course objectives are met? must be included in your learning materials. Your subject experts and our content developers work together to write activity-based learning materials.

We can review your existing course materialsHas an audit of existing content been carried out? and suggest ways they could be adapted for a different delivery method; for example, how could material currently delivered by lecture be successfully translated into online learning?

We will pilotHave procedures been put in place for peer and user review of the materials before delivery? the learning materials with students and staff to make sure they are usable, enjoyable and lead to successful learning.


4. Implementing the learning

However you choose to deliver your course, we will continue to support you and make sure everything runs smoothly.

Develop an implementation plan

We can help you plan how you will implementAre there induction procedures in place? your course, including helping you consider student induction procedures timetabling issues, support staff requirements, and quality assurance questions.

Deliver the learning

Run the course!Has a system been set up to monitor student performance and progress? We will continue to work closely with you to make sure everything goes smoothly - and to iron out any problems.


5. Evaluating the learning

An evaluation is only valuable if you act on it - and let your students know you have acted on it. We can help you devise a course evaluation, interpret the data, and plan and implement improvements.

Develop an evaluation strategy

The data collected from an evaluationHas an evaluation, monitoring and feedback system been set up? will inform how you run the next cycle of your course. We can help you to develop an evaluation strategy, or advise on how to improve an existing strategy. We can also help you analyse your evaluation data to discover what students and staff liked and didn't like, what worked and what didn't - and what you need to act on.

Implement improvements

An evaluation is only valuable if you act on it - and let your students knowHave processes been put in place to feed evaluation data back to staff and students? you've acted on it. We can help you to plan and implement the improvements you need to make.


Please contact us to discuss how we can help you to build better courses.