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Practical Benefits of Course Design | |
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Faculty stressors in teaching | |
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Benefits from idea-based course design | |
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Backward Design | |
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Traditional course design | |
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Critique of the traditional design | |
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The Backward Design Model | |
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The importance of course design | |
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Learning Outcomes | |
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Problems with (conceptualizing) Learning Outcomes | |
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Identifying Big Ideas | |
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Deriving Enduring Understandings | |
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Determining Learning Outcomes | |
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Critical Thinking | |
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Significance of critical thinking | |
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Lay definitions of critical thinking | |
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The confusing state of the critical thinking literature | |
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Need for teaching critical thinking | |
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Barrier 1: Human development | |
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Barrier 2: Habits of mind | |
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Barrier 3: Misconceptions | |
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Barrier 4: Complex reasoning | |
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Conclusion | |
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Content, Part 1: Guiding Questions and Concepts | |
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Topics | |
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Two parts of course content | |
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Essential Questions | |
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Guiding concepts | |
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Course content and critical thinking | |
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Assessment, Part 1: Educative Assessment | |
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Assessment for grading | |
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Assessment for learning | |
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A continuum of assessments | |
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Assessment as coaching | |
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Principles of assessing for understanding | |
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Assessment, Part 2: Rubrics | |
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Examples of assignments lacking clear criteria | |
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The main parts of a rubric | |
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Sample rubric: Critical Thinking | |
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Common misunderstandings about rubrics | |
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The triple function of rubrics for | |
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Content, Part 2: Learning Experiences | |
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Examples of poor assignments | |
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Authentic performance tasks | |
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Assignment-centered instruction | |
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Assignment-related competencies | |
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Building-block designs | |
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Principles for designing effective learning experiences | |
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Course Design Document | |
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Why create course design documents? | |
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Elements of the course design document | |
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Sample Design Document: Psychology 624 - Theories of Motivation | |
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Summary of course design features and benefits | |
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Translating the Course Design Document into a Syllabus | |
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Implementing Course Design with Online Technology | |
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Key characteristics of online teaching | |
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Course design elements enhanced by online technology | |
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Conclusion | |
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References | |
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Appendix | |
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Syllabus for Theories of Motivation course | |