Course (Re)Design Seminar
August 5th - 8th, 2014
Faculty are invited to participate in the course (re)design process to refresh a course they currently teach or create a new course with the design process that we will facilitate/provide. The seminar requires a 4-day commitment with whole group instructional sessions followed by small group/team planning sessions, working on a different course aspect each day covering content, learning outcomes, instructional strategies and assessment processes. Individual faculty or course teams may be interested in this opportunity to design a new course or revitalize an existing one.
The seminar is modeled on a research-based course design process that focuses on learning-centered instruction and constructive alignment. Learning-centered instruction requires that decisions are made with specific reference to the kind of learning that is desired and strategies are chosen because they are the most likely to support that kind of learning. Educative assessment ensures that assessment leads to further learning with more emphasis given to formative rather than summative assessment. Constructive alignment aims to coordinate all the components of the course – content, objectives, strategies and assessment – so that one component reflects another.
Participants will be expected to share their product at various times throughout the seminar (5-10 min lessons/presentations on small samples of their course).
Take the opportunity to focus on designing your course with CTL staff and colleagues at hand for consultation! Participants will be asked to focus on one course throughout the seminar, but the knowledge gained will assist you in refreshing or creating other courses you teach.
For more information about the seminar, contact Heather Hurren 807-9288 or firstname.lastname@example.org
Rethinking Teaching in Higher Education
by A. Saroyan & C. Amundsen (2004)
Charting Your Course: How to Prepare to Teach More Effectively
by R. Pregent (1994)
The course (re)design seminar engages participants in the process of aligning learning outcomes, learning strategies and learning assessment in their courses. It is a hands-on, intensive seminar with key features of peer discussion and critique, systematic reflection and the identification of basic assumptions regarding course design and student learning.
Mapping Out Your Course
This initial activity helps participants to sort, define and organize the major themes and concepts to be included in their course. The visual representation provides a blueprint for the redesign activities to follow. Participants also gain an understanding of how to use concept maps in their course to support student learning.
In the second step of the process, participants develop clear and specific learning outcomes that are consistent with the subject matter of the course and the preparedness of the students. Learning outcomes are defined as the knowledge, intellectual skills, and dispositions that instructors expect that students will gain in their redesigned course. To enable participants to write these outcomes, there are discussions to clarify the processes associated with learning. Learning outcomes help students understand what is expected in the course and can establish the relevance of a course to their particular program of study.
Based on the learning outcomes that have been identified for their course, participants begin the process of choosing specific teaching methodologies that will enable their students to attain the learning outcomes that have been stated. Participants are also introduced to various instructional technologies that could be of use to enable their students to learn. A key feature encouraged in choosing learning strategies is learner engagement and the building of learning communities.
Assessing student learning is one of the most complex tasks in course design. In this step of the redesign process, participants are introduced to different models of assessment and to the concept of alignment between learning outcomes and assessment strategies. Participants develop an assessment strategy for their course.
Last reviewed 6/11/2014 12:00:52 PM