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Course Design Guide

Page history last edited by Gayla S. Keesee 11 years, 1 month ago

Word 2007 document

  

Course Design Guide

 

This flow chart is intended as a general guide to the course design process, with resources to assist you along the way. It emphasizes course design that incorporates clear learning goals, a variety of assessments and learning activities, and frequent feedback to students. Course design is not a strictly linear process: you will note that steps 5, 8, and 11 send you back to revisit earlier decisions. You should feel free to adapt this process as needed for your specific teaching situation.

 

 

STEP

 

ACTIVITY

 

RESOURCES 

1

What are the goals of this course?

· What types of learning are important:

content knowledge / skills / values

· Identify as Essential / Preferred / “Would be nice if there’s time”

· Immediate (What they’ll use in upcoming courses)

· Long-term (What you’d like them to retain in 5 years)

  

Two questions often asked are:

· “What do I want students to know at the end of the course?”

· “What do I want students to be able to do with what they know?”

Teaching Goals Inventory (Angelo & Cross, 1993)

http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layout01&-view

  

Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987)

http://home.capecod.net/~tpanitz/seven.html 

 

Implementing the Seven Principles: Technology as Lever

http://www.tltgroup.org/programs/seven.html

  

Bloom’s taxonomy of educational objectives

http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

 

 

Course Design for Significant Learning (Fink, 2002)

http://www.ou.edu/pii/significant/index.htm

2

How will I know if the goals have been met?

i.e., How will I assess the students’ learning?

·  Exams & quizzes (what kind?)

·  Papers

·  Projects

·  Problem sets

·  Portfolio

·  Rubrics (see step 6)

Nine Principles of Good Practice for Assessing Student Learning

http://www.fctel.uncc.edu/pedagogy/assessment/9Principles.html

  

Quizzes, tests, exams

http://teaching.berkeley.edu/bgd/quizzes.html

 

QuizStar

http://quizstar.4teachers.org/

 

Writing good multiple-choice questions

http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/mc4critthink.html

 

Classroom Assessment Techniques

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-1.htm 

 

http://www.ntlf.com/html/lib/bib/assess.htm

  

50 Examples: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-2.htm

 

CATs Designed for Technology

http://frank.mtsu.edu/~itconf/proceed99/Martin.htm

3

What do I know about the students’ probable prior learning?

Building on Prior Knowledge

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm

  

Listening to Students: Assessing Prior Knowledge

http://assist.educ.msu.edu/ASSIST/modules/2/pdf/PartOneEx5.pdf

 

4

What are the external, non-controllable factors constraining course design?

·   Class size

·   Availability of materials

·   Room configuration (if known)

 

 

5

Do I need to revise any of my goals or assessment ideas to accommodate the factors I listed in steps 3 and 4?

 

 

6

Based on the revised version of 1 & 2, create a general rubric (a table of criteria, with levels of mastery) for assessing learning in the course.

Guide to using rubrics

http://www.calstate.edu/acadaff/sloa/links/using_rubrics.shtml 

 

Assessment Rubrics

http://edtech.kennesaw.edu/intech/rubrics.htm

  

Kathy Schrock’s Guide for Educators

http://school.discoveryeducation.com/schrockguide/assess.html

  

RubiStar

http://rubistar.4teachers.org/index.php

7

What learning activities will best prepare students to do well on the assessments?

Active Learning: Overview

http://cte.umdnj.edu/active_learning/active_general.cfm

  

Active learning: short description plus some suggestions

http://www.cat.ilstu.edu/additional/tips/newActive.php

  

Potential Active Learning Activities

http://newctl.byu.edu/?page_id=657

  

TRACE Active Learning Activities

http://www.adm.uwaterloo.ca/infotrac/tips/activelearningactivities.pdf

 

·Reading

·Writing

·Research

·Discussion

·Lecture

·Problem-solving

·Case studies

·Projects

·Presentations

·Building web sites

·Group activities

·Role-play

·Simulations

 

8

Go back and check steps 1, 2, and 7 to make sure they all support one another.

 

 

 

9

What opportunities will there be for giving students feedback?

Getting Student Feedback

http://cte.udel.edu/TAbook/feedback.html

  

Leveraging Student Feedback to Improve Teaching in Web-based Courses

http://www.thejournal.com/articles/14146

  

Providing Students with Effective Feedback

http://www.academicleadership.org/leader_action_tips/Providing_Students_with_Effective_Feedback.shtml

  

Giving Effective Feedback

http://www.ohioafp.org/pdfs/members/educator_resources/GivingEffectiveFeedback.pdf

  

10

Create a flow chart of course topics, keyed to major course goals and learning activities.

 

 

11

How can I fit all this into the academic calendar? 

If necessary, go back to steps 1, 2, 7 to revise based on time constraints.

 

 

12

What learning materials/ learning objects* do I need to...?

·  order

·  create

·  put on reserve

Merlot (Multimedia Educational Resource for Learning and Online Teaching)

http://www.merlot.org/merlot/index.htm

  

MITOpenCourseware

http://ocw.mit.edu/OcwWeb/web/home/home/index.htm

  

World Lecture Hall

http://web.austin.utexas.edu/wlh/


Fayetteville Technical Community College i3D project

 

13

Write a syllabus document that communicates to students:

·  Learning goals

·  Assessments & evaluation criteria

·  Learning activities

·  What will be expected of them

Writing a Syllabus 

http://ic.ucsc.edu/CTE/teaching/tips-syllabus.html

 

How to Create a College Syllabus

http://www.teachingcollegeenglish.com/2008/06/13/how-to-create-a-syllabus/

   

Creating a Learning-Centered Syllabi

http://www.csbsju.edu/les/pastevents/syllabi.htm

 

       

  

 

*According to Merrill (2000), learning objects include any digital resource that can be reused to support learning. McGreal & Roberts (2001) broaden the definition, defining a learning object as “any entity, digital or non-digital, which can be used, reused or referenced during technology-supported learning" (Griffith, 2003).

 

 

 

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