1. | A continuous module dialogue process should take place throughout the running of all taught modules. The purpose of this is to encourage regular dialogue between staff and students, thereby ensuring the student voice is heard, misunderstandings are clarified, and staff are able to make any required changes or reinforce information before the module ends. |
2. | The dialogue process should take place no fewer than 3-4 times per term between the start and end of the module. This should replace any end of module evaluations (MEQs) unless there are any additional external accrediting body requirements. |
3. | The dialogue should be initiated by asking students a small number of questions in a pulse survey within a synchronous session, initially focusing on the key areas of teaching, resources and assessment information (suggested questions are provided in the guidance) and then discussing the results. The results will be available in real time and will be the prompt for staff-student dialogue in that or the following session. |
4. | It is recommended that staff use Mentimeter to poll students, and staff can adapt the focus of questions as the module progresses and the outcomes from the dialogue process become clear. |
5. | There is no requirement to report the results of the pulse surveys beyond the module, but staff should use the results to engage in a dialogue with students so that changes can be made or a rationale given if a change is not appropriate. |
6. | Departments (or faculties, where appropriate) are responsible for capturing that a module dialogue process has taken place and any resulting changes. Responsibility for delivering the module dialogue process rests with the department and there are no central reporting requirements, however it is recommended that the Continuous Module Dialogue Capture survey template (provided in the guidance and tools) is disseminated by the department to Module Leaders and this information is used to complete the Departmental Summary Form (Annex 9.10.1). |