Sprinting into blocks: what computing, AI and gaming academics learned
Introducing block delivery using Sprint methodology to design academic programmes saw computing, AI and gaming academics rise to the challenge. De Montfort University staff reflect on their experiences
As De Montfort University embraced Design Sprint methodologies to transition to sequential block delivery for the start of the 2022-23 academic year, academic teams from Computer Science, Artificial Intelligence (AI) and Computer Games Programming BSc (Hons) embraced the opportunity. Here, they reflect on sprinting in hindsight and what they’ve learned to date.
Approaching curriculum redesign
Welcoming the chance to redesign the Computer Games Programming curriculum from scratch, the team looked back on student, employer and external examiner feedback, developing curriculum strategies to ensure that graduates leave with an industry-ready portfolio of skills, knowledge and behaviours.
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Redesigning Computer Science involved merging, blending and extending existing modules to find the best way of facilitating and enhancing the existing curriculum within the new block structure. The team carefully designed curriculum sequencing to make sure that learning from one block would complement future blocks.
As a hot topic within the higher education sector, redesigning the AI curriculum involved rigorous consultation with colleagues, academics, industry experts and accrediting bodies.
Enhancing assessment approaches
Changing from semesterised to block delivery provides both opportunities and challenges. Modules in the block format are seven weeks in duration, including all teaching, learning and assessment. Student feedback return on summative assessment was an area where we knew we could enhance the student experience. But that raised questions about the practicalities of return in reduced time frames, if the benefits were to be achieved. We needed to ensure that learning from one block informs and scaffolds learning in the next.
With all assessments occurring within the reduced time frame of the block, academics redesigned assessment approaches: for example, making use of portfolio assessment where students receive feedback during lab sessions, unit tests for programming assessments that support student understanding of their progress while developing a solution, and phase tests, used formatively and summatively. Across the programmes, we standardised assessment approaches to make sure that the weighting and duration (or word-length requirement) were comparable across modules.
Greater innovation in assessment methodology was important, and so Computer Games Programming introduced assessment by driving test and technical conversation.
The driving test involves students sitting with the tutor and working through a scripted scenario. The student has the opportunity to demonstrate a set of skills and competencies in response to the tutor-set task, likened to the experience of the physical driving test. This assessment method has been really beneficial in assessing core digital competencies, and it supports student engagement and success through assessment.
We designed technical conversations to supplement a piece of practical coursework developed throughout the block. The student and tutor engage in conversation about the topics covered in the module, facilitating an organic way for students to demonstrate their knowledge and promoting a deeper level of understanding.
Improving student experiences
Students and staff identified benefits to the block approach and positive impacts on the student experience. Students found that focusing on one module at a time supports their learning experience, as they find it easier to remember topics for longer. The intensive approach helped them develop a solid foundation in curriculum content. Academic colleagues linked this to the deliberately designed curriculum, the incremental building of knowledge and skills supported by the incremental building of assessment – which has also led to reduced assessment anxiety among students.
Academic colleagues have noted that immersion in one module at a time has removed distractions from other modules. Students are no longer prioritising work from other modules aligned to their interests or preferences, but instead engaging more holistically in the range of topics studied. They also said they don’t get confused by studying multiple modules at once, allowing them to focus on the current topic.
Students also noted that they are managing their time effectively, as well as citing practical benefits – such as not having to carry as many different notebooks to record learning activities from different modules.
Reflecting on the sprint
Transitioning to sequential block mode delivery provides a range of opportunities to review and enhance the taught curriculum and assessment approaches. Curriculum redesign is often a lengthy process, so a Design Sprint methodology facilitates a unique quality enhancement and assurance activity at pace. The authors of this article are based in the Faculty of Computing, Engineering and Media at De Montfort University, and went through the process of curriculum redesign and programme validation within three months. Delivery commenced 10 months later.
The academic teams in undergraduate Computer Science, Artificial Intelligence, and Computer Games Programming at De Montfort embraced the opportunity to revalidate their programmes, producing optimal and enhanced student experiences within the new delivery approach. Alongside curriculum sequencing, engagement with external stakeholders and innovative assessment design, these teams have kept the university’s concept of an empowered student experience at the heart of development.
Zoë Allman is associate dean (academic), Simon Coupland is associate professor, Luke Attwood is senior lecturer, Archie Khuman is associate head of education, and Conor Fahy is senior lecturer in the Faculty of Computing, Engineering and Media at De Montfort University.
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