Glossary of roles and terms

This section lists the roles and their responsibilities in Curricula for Corporate Learning, along with the frequently referred terms and their definitions used during course creation and configuration, ensuring that all users involved in the system have a common understanding of key concepts and terms, thereby promoting clearer communication and more effective teaching and learning.

Roles and responsibilities

Generally, there are two primary roles when experiencing Curricula for Corporate Learning.

Role

Responsibilities

Staff

Staff are users involved in system configuration management, course design, training, and marking tasks.

In a training organisation, staff typically refer to the employees of the organisation.

In an enterprise, staff usually include personnel in HR, Learning & Development (L&D), experts, and IT department.

In Curricula, all administrative and course roles must first be designated as staff in MOS before they can be assigned as specific staff roles.

By default, staff cannot access learner functionalities. A learner seat needs to be manually added in MOS if staff want to experience the Curricula system as a learner role.

Learner

Learners refer to users who gain learning experiences in Curricula.

Learners can be enrolled to courses, or they can enrol themselves to courses.

Refer to the table below for the detailed staff roles and their responsibilities.

Role	Responsibilities
Application admin	Application admins have super administrative privileges in Curricula. They can configure all settings, access all resources, and fine-tune permissions for other roles in Admin > Role management > Global. All service administrators in MOS are automatically designated as Application admins in Curricula.
Course admin	Course admins can view and configure all courses in the system. Their access to courses is not limited by the staff scope defined in programmes.
Programme admin	Programme admins are the lead or supervisory members of the instructional design team. They are responsible for creating and deleting courses, as well as viewing reports for all courses within the programmes. Programme admins can only view and configure courses within their own programmes. Thay don’t have access to courses of other programmes.
Course manager / Co-Course manager	Course managers or co-Course managers can configure the details of the courses assigned to them and are the most actively involved in managing courses. A course can have only one Course manager and/or multiple co-Course managers. There are no differences in permissions between Course managers and co-Course managers.
Trainer	Trainers are typically responsible for delivering and overseeing live sessions. In some organisations, the Course manager, class owner, and trainer may be the same person. In other organisations, trainers do not participate in course design, allowing for a clear distinction between the trainer and Course manager roles.
Marker	Markers can help mark assessments. When a Course manager does not have the bandwidth to mark quantitative questions, a marker can be assigned to assist. Markers do not serve a specific class but are assigned to a specific learning object.
Class owner	Class owners are responsible for overseeing the learning progress of classes assigned to them. A class owner can also be assigned as the trainer for all sessions within that class. Class owners play a crucial role as they become the Microsoft Teams team owner when a Microsoft Teams team is created for the class. They have administrative permissions for the team.

Terms and definitions

Refer to the table below for the frequently referred terms and their definitions used during course creation and configuration.

Term	Definition
Bank	A bank is a repository to store shared resources for courses. These resources are identified by course code and can be retrieved and utilised across various courses using the same course code.
Programme	A programme provides a workspace for the instructional design team, primarily used for distinguishing a group of courses. The courses are mainly distinguished by programme admins, staff scope, and learner scope.
Learner scope	Learner scope defines the group of users who are eligible to be enrolled or self-enrolled in the courses within a specific programme. Users outside the learner scope will not appear in the user list when adding learners, nor will the courses within the programme be visible on their discover page for self-enrolment.
Staff scope	Staff scope defines the group of users eligible to be assigned course roles within a programme. By setting the staff scope, application admins can ensure that programme admins and Course managers are only able to select users from the defined staff scope for roles such as Course manager, co-Course manager, class owner, trainer, and marker. This restriction prevents them from selecting users outside of the designated staff scope for these roles.
Blended course	If you want to create a real-time course with live instruction and guidance, you should choose to create a blended course. A blended course makes use of various scheduling and meeting functionalities, including learner and trainer group (class), session time, session venue, session trainer, Zoom meeting, Teams meeting, and assessment meeting, etc. There are two types of blended courses: one is primarily used for multiple classes and sessions, featuring a well-defined course structure, and the other is more flexible, focusing on a single live session without class distinctions.
Self-paced course	A self-paced course enables learners to complete the course at their own pace, providing maximum flexibility. This type of course is ideal if live instruction cannot be arranged or if suitable session time cannot be scheduled. When the number of learners exceeds 100, a self-paced course may be more appropriate than a blended course, as maintaining high attendance and high-quality interactions in instructor-led sessions becomes challenging, especially for corporate training.
Course name	A course name together with a course code is used to uniquely define a course. A course name typically includes more specific information, such as the year, quarter, customer, or test. For example, in the case of a compliance course like legal training that is run annually, it is recommended to use "legal training" as course code and use "legal training 2024" as course name. This approach allows the course for the following year (e.g. legal training 2025) to be duplicated from the previous year while sharing the same course code and associated banks and email templates.
Course code	A course code is a unique identifier used to link a course run with its retrieved course content, such as banks and email templates. A course code is particularly important during the duplication of courses because it allows the copied course to share the same retrieved content through the common course code. Therefore, the course code is not editable when duplicating a course. It is recommended that a course code does not include information that is not easily reusable, such as the year, quarter, customer, or test.
Class	A class is a group of learners who share a common set of schedule settings, including session time, course venue, class owner, and trainer. Classes only exists in blended courses. They are used to group students within a course when it is necessary to divide them based on time and resource requirements while teaching the same content. Data from different classes will be combined in the course report. Therefore, if there is a need to isolate reports, it is recommended to duplicate the course rather than duplicating the classes.
Learning path	A learning path is a structured outline used to organise chapters, units, or course content. Along with sessions, a learning path forms the framework of a course. In the early stages of instructional design, the learning path is typically defined first. This helps in planning the number of sessions required to achieve the instructional objectives, taking account of human resources, time constraints, and content needs. Learning paths are invisible to learners.
Session	A session refers to a set of learning activities. The sequence of sessions can be locked to ensure that learners follow the predetermined order to learn.
Learning object	A learning object is a specific instructional method or activity, such as video lessons, document readings, quantitative assessments, qualitative assessments, live instruction, third-party educational tools, and surveys.
QTI	QTI stands for Question and Test Interoperability specification. It is a Learning Tools Integration (LTI) standard that can be used to create questions and assessments that can be imported easily into different learning management systems. The QTI standard defines a format for the exchange of assessment content between different learning platforms, such as learning management systems and assessment platforms.
Certificate	A certificate is an achievement of passing a course.
Badge	A badge is an achievement of passing a set of courses. In addition to signifying achievement, badges can also be used as training and learning paths.