This 4-week course is part of a set of courses that focuses on learning-centered instructional design as the core of all university teaching. By designing for learning we mean that course design begins with understanding your students; deciding what you want them to learn; determining how you will measure their learning; and planning activities, assignments, and materials that support their learning. Hence, learning activities and assessment strategies you design should follow from the learning goals. And all of this should be conveyed clearly to the students, so that they understand what they are being expected to learn and do and where it fits in the broader scheme of things. The syllabus thus provides the instructor and students with a common reference point that sets the stage for learning throughout the course. Although courses may vary in size, subject matter, or level, this systematic process will help you structure your course and syllabus to effectively meet desired instructional goals.
Upon completion of this course, you should be able to
- Recognize the need to design course content based on student-centered teaching and learning principles.
- Know and apply ways of creating and altering course content that builds students' growing understanding.
- Develop design strategies through creating a course development map and prioritizing content to place in a syllabus.
- Articulate overarching and ancillary goals; create learning guides and assessments for understanding, to begin developing flexible, updateable session plans and course syllabi.
Instructor: Irene Lubbe
January 11-February 1, 2022 - Hybrid
Prerequisite: CTAL6007 Foundations of Teaching in Higher Education: Scholarship, Reflection and Innovation
This course is offered to doctoral students. Click to register for this course in SITS.