I’ve just finished reading a couple of posts (here and here) by a colleague on the idea of consistency in university teaching and learning and it got me thinking about my own course development work.
I see two main streams of consistency talked about in the context of university teaching:
- Consistency of delivery – all courses have an online component, a printed component, a course profile, a study guide etc.
- Consistency of aesthetic design – all courses have the same website design structure, study guide template etc.
Consistency of Delivery
As a new academic teaching in a university preparatory program (or “bridging program” as my university would prefer I use) I do see the benefits to being consistent with the delivery of course materials. However, there does need to be some flexibility on how these are enforced, especially when it comes to enforcing things like minimum standards.
The main problem (in my view) with these two streams of consistency and minimum standards comes down to one significant issue: not all university courses are same in terms of their content and learning outcomes. One problem occurred in my unit where a minimum standard was setup for use of the LMS. The result for some courses was a bunch of empty Blackboard shells containing nothing but a (rarely used) discussion forum. Of course this isn’t solely the fault of those who enforced the minimum standards.
Consistency of Aesthetic Design
The idea that a single course design, word template or educational theory is suitable for all courses at an institution, let alone all learners, sounds good, but doesn’t work. (David Jones)
When I see a study guide that has been well designed in terms of the visual aesthetic, I feel like other courses should be reaching for that standard as well. The initial reaction is to just use the same study guide template. However consistency of course design should be reached by having well designed materials in terms of learning design and visual design. Achieving a consistency through quality courses and course design, not well designed and identical study guide templates hiding poor quality material, should be the goal.
I am learning more about how to design effective course materials and present them in a meaningful and accessible way to students. My work at Nulloo Yumbah also requires me to consider the unique learning styles and ways of learning of Indigenous Australian students, and how to design learning materials that are culturally relevant to their learning journeys.






