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Course Design. Presented by:. Objectives. You will: Consider how the principles of good course design will affect the design of your courses Incorporate 3 basic design elements in the design of your courses. Including…. Content: What is the subject matter of the concept?

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course design

Course Design

Presented by:

objectives
Objectives

You will:

  • Consider how the principles of good course design will affect the design of your courses
  • Incorporate 3 basic design elements in the design of your courses
including
Including…
  • Content: What is the subject matter of the concept?
  • Learning outcomes: What will students know, value, do as a result of learning about this concept?
  • Instructional strategies: What kinds of practice and feedback will help students reach the learning outcomes?
  • Assessment of learning: How will I and the students be able to assess progress towards the learning outcomes?
7 principles for good practice chickering gamson aahe bulletin march 1987
7 Principles for Good Practice...Chickering & Gamson, AAHE Bulletin, March 1987
  • Encourages student/faculty contact
  • Develops student cooperation
  • Encourages active learning
  • Gives prompt feedback
  • Emphasizes time on task
  • Communicates high expectations
  • Respects talents & ways of learning.
fink s 5 principles of good course design
Fink’s 5 Principles of Good Course Design
  • Challenges Higher Level Learning
  • Uses Active Forms of Learning
  • Gives Frequent & Immediate Feedback
  • Uses a Structured Sequence of Different Learning Activities
  • Uses a Fair System for Assessing & Grading Students
slide6

Course Design Process

Content

Learning

Outcomes

Assessment and

Evaluation

Student Learning

Instructional Strategies

CONTEXT

basic design elements
Basic Design Elements

…Dr. L. Dee Fink, Creating Significant Learning Experiences:

An Integrated Approach to Designing College Courses, Jossey-Bass, 2003.

Learning Outcomes

Assessment & Evaluation

Instructional Strategies

Context

context
Context
  • General Context
  • Subject Nature
  • Learner Characteristics
  • Teacher Characteristics
context9
General ContextContext

Life

Professional

Logistics

Educational

context10
Context

Subject Nature

Convergent Divergent

Cognitive Physical

Abstract Concrete/Practical

Stable Change

context11
Context

Learner Characteristics

Background

Attitudes

Needs

Knowledge

context12
Context

Teacher Characteristics

“In functioning as a facilitator of learning, the leader endeavors to recognize and accept his/her own limitations.”…Carl Rogers

outcomes
Outcomes

By stating the learning outcomes well, we can work backwards from the outcomes to determine the best way to achieve those results.

Knowledge Skills Values

(Cognitive Procedural Affective)

outcomes14
Outcomes

"WHAT WILL THEY BE DOING WHEN THEY ARE DOING IT RIGHT?”

outcomes15
Outcomes

Evaluation

Synthesis

Analysis

Application

Comprehension

Different levels of cognitive learning

…Bloom’s Taxonomy

Knowledge

outcomes exercise 1
Outcomes Exercise #1
  • Choose one central concept in your course
  • Identify one outcome for this concept in each of the 3 domains by completing the following statement

Students who have learned successfully in this course will be able to…..

outcomes exercise 2
Outcomes Exercise #2
  • Review your previously stated learning outcomes and analyze them in terms of the level of learning that they address
outcomes exercise 3
Outcomes Exercise #3
  • Write one learning outcome for your course for each of the following levels of learning
    • Acquiring and integrating knowledge
    • Refining and extending knowledge
    • Meaningful application of knowledge

Students who learned successfully in this course will (be able to…..)

instructional strategies
Instructional Strategies

Need to Know vs.

Nice to Know

Integration

Structure

  • Within:
  • module
  • course
  • program

Differentiation

  • Varied activities
  • Learning complexity
some assumptions
Some Assumptions:
  • We are designing for learning not for teaching.
  • 120 hours/learning vs. 36 hours/teaching
  • “Students can learn without us being present and can learn material that we have not ‘covered’.”
instructional strategies21
Instructional Strategies -

Depends on your perspective: Teaching is…

  • Providing the students with an organizational framework with they can make sense of the course material.
  • The development of meaningful interactions between the instructor and the student
  • The transmission of information
  • The promotion of conceptual change and intellectual development in students
instructional strategies22
Instructional Strategies

Hear

Read

Write

Watch

Do

instructional strategies exercise
Instructional Strategies Exercise
  • Develop one instructional strategy for one of the learning outcomes you’ve determined for your course.
teaching learning activities
Teaching & Learning Activities

Course Syllabus

Ryerson Course Management Policy

http://www.ryerson.ca/~acadpol/current/pol145.pdf

about this session
About this session…
  • I liked…..
  • I wish…..
  • I will use….