Dear Content Contributor,
In our last week’s tips, it was noted that if we make the right adjustments to our course designs and teaching methodologies, we will hear less of students complaining in our classes. Many world-class Universities as ours do make conscious efforts at designing their courses and carefully adopting the appropriate methodology in disseminating courses for improving students’ learning.
What is Course Design?
According to the University of Washington, effective course design begins with understanding who your students are, deciding what you want them to learn; determining how you will measure student learning; and planning activities, assignments, and materials that support student learning. For all interactions with students, plan ahead by ask yourself:
1. Who are the students?
2. What do I want students to be able to do?
3. How will I measure students’ abilities?
By asking yourself these questions at the onset of your course design process, it will enable you to focus more concretely on learning outcomes, which have proven to increase student learning substantially, as opposed to merely shoehorning large quantities of content into quarters worth of class meetings. Designing Your Course and Syllabus | Center for Teaching and Learning
Other information on course design tips from Harvard and Course Design Overview from Stanford
Develop Teaching Methods and Tools
Once you have determined the course goals and content, think about how you will present the content. Select and develop teaching methods and tools that are:
1) appropriate for the size of the class and
2) consistent with the course goals. Consider the following questions and suggestions: Read More
In conclusion, if your main intention in teaching is to support student learning, then begin the course design process, not by merely preparing lectures and tests, but adequately preparing other pedagogical activities and supports that promote student success.
Thank you.
Dr. O. Folorunso
Director, Centre for Innovation and Strategy in Learning and Teaching (CISLT)
