Design of Learning and Teaching
This category involves reflecting on and developing course content, assessments, and learning materials.
Peer review and collaborative development
Many CMBEs co-develop marking criteria, critique learning outcomes, or create new learning resources with colleagues. Documenting how feedback influenced these changes is essential.
Adapting teaching in response to research or feedback
Some CMBEs revise their teaching methods based on student feedback, research, or action-learning studies. Keeping a reflective statement outlining how these changes have enhanced learning is beneficial.
Using educational technology and specialist support
If you have worked with instructional designers, learning technologists, or academic developers to refine your teaching, this qualifies as CPD. Evidence could include course redesign documents, updated syllabi, or a summary of consultations.
Maximum hours claimable per year: 20 hours
Examples of verifiable evidence: Institutional course approval documentation plus a reflective statement
CMBE Spotlight: Adapting teaching in response to research or feedback
This CMBE Spotlight features a reflection on how internal scrutiny panels can influence the design of learning and teaching for those sitting on the panel, as well as for those being observed.
By a CMBE Subscriber
CMBEs at the Chartered ABS workshop on Building an inclusive curriculum
It was fantastic to see so many CMBEs at this event in April 2025 for some excellent CPD on creating inclusive curricula.
Reimagining the future of higher education
This podcast from Studiosity explores exactly how learning works, and how teachers can help students to learn.
Professor Judyth Sachs and Professor Diana Laurillard discuss designing learning to empower educators and students to be active participants, and much more.