Principles | Jisc

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class="t-guides-and-cribsheets "> <div class="inner l-pull-left featured"> <article class="content-longform article-full"> <div class="inner l-pull-left v-light top-bar"> <div class="l-centre-offset"> <a href="/web/20230603023253/https://www.jisc.ac.uk/guides" class="marker marker--page">Guide</a> <header class="content-longform__header"> <div class="l-main-panel"> <h1 class="page-title">Principles</h1> <p class="guide__part_of_book"> <i class="fas fa-book" aria-hidden="true"></i> <span>Page 9 of 24 - <a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age">Designing learning and assessment in a digital age</a></span> </p> <div class="notice notice--archived l-gutter--top"> <div class="duo duo--stacked duo--columnar duo--has-marker"> <div class="duo__side"> <span class="marker marker--archived"> <span class="field-content">Archived</span> </span> </div> <div class="duo__body"> <strong class="notice__title">This content was archived in September 2022</strong> </div> </div> </div> </div> <div class="l-side-panel"> <div class="boxout"> <div class="linklist"> <p class="linklist__title">About this guide</p> <ul>  <li class="linklist__item"> Published: <time property="dc:date" datatype="xsd:dateTime" content="2018-01-26T00:00:00+00:00" datetime="2018-01-26T00:00:00+00:00">26 January 2018</time> </li> <li class="linklist__item"> Updated: <time>26 January 2018</time> </li> </ul> </div>  </div>  <div class="linkbox"> <a class="linkbox__link" href="/web/20230603023253/https://www.jisc.ac.uk/full-guide/designing-learning-and-assessment-in-a-digital-age"> <div class="duo"> <div class="duo__side"> <span class="fal fa-file-alt linkbox__icon" aria-hidden="true"></span> </div> <div class="duo__body"> <p class="linkbox__link-copy">View full guide as a single page</p> </div> </div> </a> </div>  </div>  </header> </div> </div> <div class="l-centre-offset"> <section class="content-longform__main localnav__wrapper"> <div class="book-menu span-9"> <section class="l-gutter--right is-collapsible is-collapsible--blue user-created cx_collapsibles__container "> <h3 class="cx_collapsibles__trigger"> <span class="icon-menu"></span> <a href="#">Contents</a> </h3> <div class="cx_collapsibles__target"> <div class="book-root"><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age">Designing learning and assessment in a digital age</a></div><ul><li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/discover" class="first expanded">Discover</a><ul><li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/learning-analytics" class="first leaf">Learning analytics</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/student-voice" class="leaf">Student voice</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/digital-capability-and-employability" class="leaf">Digital capability and employability</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/quality" class="last leaf">Quality</a></li> </ul></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/dream" class="expanded">Dream</a><ul><li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/strategy" class="first leaf">Strategy</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/principles" class="leaf active">Principles</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/approaches-to-learning-design" class="leaf">Approaches to learning design</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/digital-by-design" class="leaf">Digital by design</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/visioning-success" class="last leaf">Visioning success</a></li> </ul></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/design" class="expanded">Design</a><ul><li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/courses" class="first leaf">Courses</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/modules" class="leaf">Modules</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/lessons" class="leaf">Lessons</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/apprenticeships" class="leaf">Apprenticeships</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/assessment" class="last leaf">Assessment</a></li> </ul></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/deliver" class="last expanded">Deliver</a><ul><li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/staff-development" class="first leaf">Staff development</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/engaging-learners" class="leaf">Engaging learners</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/infrastructure" class="leaf">Infrastructure</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/learning-spaces" class="leaf">Learning spaces</a></li> <li><a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/communities" class="last leaf">Communities</a></li> </ul></li> </ul> </div> </section> </div> <div class="row"> <div class="col span-2"> </div> <div class="col span-12"> <div class="l-gutter--right"> <div class=" article-full__body"> <h2>What you need to know</h2><p>Educational principles can be a vital element of any strategy for learning, teaching and assessment.</p><aside class="article-full__callout article-full__callout--hang-right"><blockquote><p><p>Principles are a way of articulating your shared educational values as a college or university</p></p></blockquote></aside><p>Principles are a way of articulating your shared educational values as a college or university. They also provide a benchmark against which everyone can check their progress towards your organisation’s strategic mission for enhanced learning, teaching and assessment.</p><p>As a result, a set of principles is often built into organisational strategies.</p><h2>Why principles matter</h2><p>Principles of good practice unite all staff – academics, tutors, learning technologists, support staff as well as those responsible for quality assurance and administration – in working together towards a common goal.</p><p>Professor David Nicol argues that principles:</p><ul type="disc"><li>Provide a common language</li><li>Provide a reference point for evaluating change in the quality of educational provision</li><li>Summarise and simplify the research evidence for those who don't have time to read all the research literature</li><li>Help put important ideas into operation</li></ul><p>Where improvement is required, having such benchmarks of good practice can help you move forward with common agreement on what is fundamentally important.</p><aside class="article-full__callout article-full__callout--hang-right"><blockquote><p><p>adopting or writing your own set of principles can also be an effective way of communicating your mission</p></p></blockquote></aside><p>And, as the basics of good pedagogy are not always widely understood, adopting or writing your own set of principles can also be an effective way of communicating your mission. Activities based around defining principles can also help staff envisage where digital technologies can make a difference.</p><h2>What the experts say</h2><blockquote>“Principles capture an important idea while at the same time they point to implementation. For example, good feedback practice should 'encourage interaction and dialogue around learning' captures the idea that feedback is a dialogical process and suggests that this should be encouraged by teachers through their task or course designs.”<br/><strong>David Nicol, emeritus professor of higher education, University of Strathclyde</strong></blockquote><p>Read more in <a href="http://web.archive.org/web/20230603023253/https://www.reap.ac.uk/TheoryPractice/Principles.aspx">'why use assessment and feedback principles?'</a> from Strathclyde's Re-Engineering Assessment Practices (REAP) project. </p><h2>Be inspired: case studies</h2><section class="is-collapsible is-collapsible--blue user-created "><h3 class="cx_collapsibles__trigger">Glasgow Caledonian University – setting principles for curriculum design</h3><div class="cx_collapsibles__target"><p>Glasgow Caledonian University links its approach to curriculum design to a clear set of principles which are defined in the university’s strategy for learning 2015-2020. The eight curriculum design principles are embedded across all programmes at undergraduate and postgraduate level.</p><blockquote>“[Our] strategy for learning has been developed through a consultative process with staff, students, college partners and employers and is informed by international and national developments and effective practice in learning, teaching and assessment.”<br/><strong>Glasgow Caledonian University strategy for learning 2015-2020</strong></blockquote><p><a href="http://web.archive.org/web/20230603023253/https://www.gcu.ac.uk/engage/yourlearningexperience/strategyforlearning/">Read the Glasgow Caledonian University strategy in full</a>.</p></div></section><section class="is-collapsible is-collapsible--blue user-created "><h3 class="cx_collapsibles__trigger">Sheffield Hallam University – looking through different lenses</h3><div class="cx_collapsibles__target"><p>Sheffield Hallam University has developed a number of ‘design lenses’ for topics to consider when designing good learning and teaching practice. The lenses have been captured on a series of cards for use in learning design activities.</p><p>View the resources below:</p><ul type="disc"><li><a href="http://web.archive.org/web/20230603023253/https://blogs.shu.ac.uk/curriculumdesign/files/2016/02/Authentic-Learning-Lens.pdf">Authentic Learning Lens (pdf)</a></li><li><a href="http://web.archive.org/web/20230603023253/https://blogs.shu.ac.uk/curriculumdesign/files/2016/02/Creativity-Critical-Thinking-Lens.pdf">Creativity Critical Thinking Lens (pdf)</a></li><li><a href="http://web.archive.org/web/20230603023253/https://blogs.shu.ac.uk/curriculumdesign/files/2016/02/Inclusive-Curriculum-Lens.pdf">Inclusive Curriculum Lens (pdf)</a></li><li><a href="http://web.archive.org/web/20230603023253/https://blogs.shu.ac.uk/curriculumdesign/files/2016/02/Learner-Engagement-Lens.pdf">Learner Engagement Lens (pdf)</a></li><li><a href="http://web.archive.org/web/20230603023253/https://blogs.shu.ac.uk/curriculumdesign/files/2016/02/Active-Lectures-Lens.pdf">Active-Lectures-Lens (pdf)</a></li><li><a href="http://web.archive.org/web/20230603023253/https://blogs.shu.ac.uk/curriculumdesign/files/2016/02/Embedding-Employability.pdf">Embedding Employability Lens (pdf)</a></li><li><a href="http://web.archive.org/web/20230603023253/https://blogs.shu.ac.uk/curriculumdesign/files/2016/02/Assessment-Lens.pdf">Assessment and Feedback Lens (pdf)</a></li></ul></div></section><section class="is-collapsible is-collapsible--blue user-created "><h3 class="cx_collapsibles__trigger">Activate Learning – a learning philosophy for further education</h3><div class="cx_collapsibles__target"><p>Activate Learning is an education and training group based in Oxfordshire and Berkshire. The Group places a high value on its <a href="http://web.archive.org/web/20230603023253/http://www.activatelearning.ac.uk/sites/default/files/Our%20learning%20philosophy%20v2.pdf">philosophy for learning</a> which is designed to help staff understand better what will work for them and their students. A robust, up-to-date digital environment is seen as an important means of putting the philosophy into action.</p><blockquote>“Helping our students learn and achieve their best is at the heart of everything we do. We have developed a unique learning philosophy focused on brain, emotions and motivation to empower our learners on their journey to success.”<br/><strong>Activate Learning </strong></blockquote><p><a href="http://web.archive.org/web/20230603023253/https://digitalstudent.jiscinvolve.org/wp/files/2015/09/FE34_7_Strategic_-_Readingv2_FINAL.pdf">Read the Activate Learning case study in full (pdf)</a>.</p></div></section><h2>Get involved</h2><ul><li><strong>Adapt</strong> the Glasgow Caledonian University Curriculum Development <a href="http://web.archive.org/web/20230603023253/https://www.gcu.ac.uk/academicqualityanddevelopment/academicquality/regulationsandpolicies/strategyforlearning2015-2020/">template</a> for your context</li><li><strong>View</strong> the <a href="http://web.archive.org/web/20230603023253/https://repository.jisc.ac.uk/6722/1/QueensUniveristyA5_Principles_Cards.pdf">Queen's University Belfast cards</a>, which link its assessment principles to a range of technologies</li><li><strong>View</strong> Activate Learning’s learning cycle and <a href="http://web.archive.org/web/20230603023253/https://www.smore.com/1q2gh-the-learning-cycle">try out a short module on its application</a></li></ul><h2>Further reading</h2><ul><li>Nicol, D. (2007), <a href="http://web.archive.org/web/20230603023253/http://www.reap.ac.uk/reap/public/papers/Principles_of_good_assessment_and_feedback.pdf">principles of good assessment and feedback: theory and practice</a></li><li>Russell, M. and Davies, S. (2011), <a href="http://web.archive.org/web/20230603023253/https://repository.jisc.ac.uk/6723/1/ESCAPEassessment_principles.pdf">some principles relating to effective assessment and feedback</a></li></ul> </div> <nav id="book-navigation-30851" class="book-navigation" role="navigation"> <h2 class="element-invisible">Book Navigation</h2> <ul class="book-pager"> <li class="previous"> <a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/strategy" rel="prev" title="Go to previous page"><b>‹</b> Strategy</a> </li> <li class="up"> <a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/dream" title="Go to parent page">up</a> </li> <li class="next"> <a href="/web/20230603023253/https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age/approaches-to-learning-design" rel="next" title="Go to next page">Approaches to learning design <b>›</b></a> </li> </ul> </nav> 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