Learners will be introduced to designing lesson plans based on principles and knowledge of learning objectives, assessment plans, methods, materials, and learning activities. What teaching methods seem appropriate given the assessment methods? What will I teach each class? What methods are my students likely to be familiar with? Describe established curriculum and learning design principles which support student learning in your context. 5. Sample Flexibility Plan for Beginners Stretching the body’s muscles provides freedom of movement to do the things you need to do and the things you like to do. Who are their students? Student learning: Foster a student-centered blended learning environment. Are there new resources I want to add? evaluate your course … Where will the course take place and at what time? The University of Waterloo acknowledges that much of our work takes place on the traditional territory of the Neutral, Anishinaabeg and Haudenosaunee peoples. What do I want the students to get out of them? What are their goals? Course planning is a continual process, as illustrated by the diagram below. Put down a list of links and resources for future reference. Given that the average attention span is 15-20 minutes, what methods can I use to help me maximize my effectiveness? What learning outcomes outside of course content do I have (i.e., writing skills, presentation skills)? A learning plan for an internship may be developed by an internship … What teaching methods are most likely to engage my students? Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems. The Bloom’s Revised Taxonomy of Educational Objectives (link) is a useful resource for crafting learning objectives that are demonstrable and measurable.2. What A/V equipment will I have access to? Have students present research findings through a presentation or conduct lab experiments. Feel free to enter the model wherever it makes sense to you. These are just a few techniques that instructors have used to design hybrid learning courses. How well to my plans for content coverage correspond to this amount of time? Teaching with Technology Today, 8(6). Do the students have pre-requisite knowledge or do I need to refresh them? When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. Sometimes it also referred to as personalized … Are the necessary resources (funding, technology, guest lecturers) available? What weights will I assign to my assessment methods? We welcome accompanying assistants, interpreters, and note-takers. If you are under 30, you may also be able to buy a high-deductible, catastrophic plan. These questions stem from brainstorming sessions at CTE's Course Design Workshop as well as the literature on this topic. Choosing what to cover in a course can be very intimidating – there are often so many different ideas and perspectives to choose from within each topic! How can I evaluate my methods (i.e., student feedback, peer feedback). Identifying and articulating intended learning outcomes is key to successful course planning. How can I respect the diverse abilities and needs of my students (i.e., language or cultural differences, or students who learn in different ways)? [Understand] Identify the role of constructive alignment and the … Word-based learning guides can also be generated out of UPK. Learning Technology Center. Online interactions can reinforce or extend those that occur in the classroom and vice versa – Students provide feedback to each other online and then respond to the feedback in face-to-face sessions. The on-line training can be presented in a classroom setting in an instructor-led mode, presenting either using the UPK Player or by generating a learning guide in PowerPoint. However flexible learning in itself is complex, and not as simple as this definition implies. Principios fundamentais para um planeamento curricular eficaz. When you decided to attend college, you had a long-term plan in mind. Y… You may discover that afte… The interaction of four components - technology, pedagogy, implementation strategies, organisational framework - can lead to learner-centred experiences when they are well integrated (Collis & Moonen, 2001). Please note that some accommodations may require time to arrange. For existing modules, delta training can either be developed in UPK or as a Word-based learning … What learning activities or assessments will provide students with opportunities to develop or demonstrate achievement of the course learning outcomes? Pedagogia no ensino superior, 2. Where does my course fit within the degree program (i.e., what pre-requisites or anti­-requisites exist, what year is the course taught, is it required or elective)? Source: Ellis, D.E. Are the intended learning outcomes reasonable given the contextual issues? Plan the specific learning activities. When reviewing or designing a hybrid learning course, ask how the online and face-to-face components work together to address the learning outcomes, accommodate various learning modalities, allow students to engage with the course content in meaningful ways, and lead to deeper learning. University of Wisconsin Milwaukee.Retrieved October 10, 2018, from http://www4.uwm.edu/ltc/hybrid/. The HyFlex course design is built upon four fundamental values: Learner Choice, Equivalency, Reusability, and Accessibility, each with a corresponding guiding, or universal, principle for designers and instructors to follow. Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner.UDL guides the design of learning experiences to proactively meet the needs of all learners. Computing & Communications Center 6. A learning environment is in constant motion, filled with disruptions, discussion and new ideas. Examples of verbs that relate to the Knowledge domain are: As you plan and revise courses, remember the importance of teaching … provides a framework that guides all key individuals involved in the eLearning development process Use this citation format: Course Design: questions to consider. Centre for Teaching Excellence, University of Waterloo. What are their expectations of this course? Single-Use Plans: A single-use plan is a one-time plan specifically designed to achieve a particular goal that, once achieved, will most likely not recur in the future. An integrated course model accommodates a wider range of learning styles by offering flexibility, more options for learning, and integration of learning activities that lead to deeper learning. Technology may better facilitate some types of learning, and class time can be shortened and/or used for activities that better lend themselves to face-to-face interaction. Consider time-on-task for both online and in-class activities; make sure the online components do not simply make the course more time-intensive. Given my students, my context, my content, my time constraints, the intended learning outcomes, and myself, what methods are reasonable to use on a class-by-class basis? For discussions, assign students to respond to certain posts, or for peer feedback, provide guidelines or a rubric. How do I believe that learning happens and what methods can I use that will support my beliefs? What extra resources are available for students (i.e., tutors, TA's, etc.)? Are there department regulations regarding curriculum? Hybrid Courses. (2008). If so, how? Discuss time management strategies and communicate expected time-on-task for online learning activities. What methods will help me emphasize particularly important content and/or help students understand particularly difficult content? The whole approach is much broader than this and is best realised by integrating the benefits of electronic communication with more traditional modes of delivery in a pedagogically … Such a plan is developed to meet the needs of a unique situation. Best of all, if you are very clear about the outcomes you want your students to achieve, the more likely they are to attain them. First, you want to make sure there is a reason to conduct training. CTE’s face-to-face workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. Are there expected grade distributions in my department? List four to six main outcomes and be as specific as possible. Anticipating the next new development, measuring risks and preparing for them are key skills. There are many contextual issues that will affect how you shape your course. Explain the rationale for using a hybrid learning approach and list the learning benefits (expect some resistance as students are pushed out of their learning comfort zones). The amount of time will also likely vary from week to week within a single course, in sync with the rhythm of due dates for assignments and tests.Â. Course Design: questions to consider. Centre for Teaching Excellence, University of Waterloo, The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are visiting, studying, or working at Waterloo. Sands, P. (2002). Perhaps you want to introduce or review specific content. (n.d.). Interacting with content online can prepare students for in-class discussion – Students review content (readings, videos, etc.) Hybrid Courses. Would a learning technology help me to better convey certain concepts? What materials can I use to supplement my classes (i.e., videos, graphs, slides)? Comfortable with? Principios fundamentais para um planeamento curricular eficaz. In addition to fostering good student-student and student-instructor interaction and setting clear expectations for this, your students will want guidance on how they can succeed in your blended learning course in other areas. Step 4: Design Training Materials. You will also identify the learning activities (or methods) you'll need to conduct to achieve your learning objectives and overall training … Provide an orientation to the technology required in the course and inform students of where to go for additional support. If a description does not exist, how do I accurately describe my course? We welcome accompanying assistants, interpreters, and note-takers. What combination of online and in-class activities would best address the course teaching and learning objectives? How well do my assessment plans match the guideline that students should spend approximately 10 hours/week on a half credit course? Teaching methods include lecturing, facilitating discussions, inviting in guest lecturers, guiding group activities, and organizing many different types of active learning exercises both in and out of the classroom. Exploring these questions should help you develop a detailed course plan.Â, The questions are organized into the five interrelated areas of the model depicted below: Intended Learning Outcomes, Context, Content, Teaching Methods, and Assessment Methods. What is my deadline for selecting a text/compiling a book of readings? Email: cte@uwaterloo.ca, Strawberry photo credit: Bennilover, used under a BY-ND 2.0 Creative Commons license. Why? What are their interests? Each method has its own advantages and disadvantages. If so, how do I build that into my assessment methods? Here, we give you some questions that will help you plan your course goals: “In this course, I will emphasize in…” “The main themes learners will go through are…” “The big picture I want to promote through this course is…” Suitable verbs to use to set … Assesses with quizzes, tests, and papers a few times a semester (“high-stakes” grading), Provides frequent feedback with many small assessments. Accessibility and Accommodations Statement, The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are visiting, studying, or working at Waterloo. Our main campus is situated on the Haldimand Tract, the land promised to the Six Nations that includes six miles on each side of the Grand River. The purpose of the design phase is to identify the learning objectives that together will achieve the overall goals identified during the needs assessment phase of systematic training design. Is my course skills-based, theory-based, or both? (More information about time expectations is available in the expandable box below.). It can mean les… What methods fit with my own teaching philosophy? Are they consistent with my beliefs about student learning? To identify the learning outcomes for a course, consider what you want your students to leave the course knowing, thinking, feeling, and/or able to do. What does the calendar description tell me about what I need to do in the course? . Here are some questions to consider when designing a course. Before you answer questions, consider posing the question to the group first. CTE’s online workshops are delivered through either WebEx, Microsoft Teams, or Bongo with the audio component available either as captioning or a transcript. This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Refine the Course Design. How long are my classes? University of Central Florida & American Association of State College and Universities. Before class, review these, and pick one or two that deserve discussion; address learning issues or best practices (Sands, 2002). Of me? What are my goals for my TAs? If I want flexible grading criteria, how can I build this into the course? If you have questions concerning access, such as parking, building layouts, or obtaining workshop content in alternative formats, or wish to request accommodations for our programming, please let us know by emailing, > > > Undergraduate degree-level expectations, -- Virtual Reality/Augmented Reality Community of Practice, Certificates in University Language Teaching, How the Student Credit Hour Shapes Higher Education, Course Content Selection and Organization. (n.d.). Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. The time you spend identifying and articulating the outcomes can pay off in many ways. (2018). Garrison, D. R., & Vaughan, N. D. (2007). What are your objectives for the class? What are their needs? There are two main reasons for completing an assessment and analysis. You should take time to think about who you will be teaching, how your course fits within their studies, and about the facilities and resources that you have access to as an instructor. Let online student work inform your lecture – For example, have students post key definitions online for the whole class to edit and refine. If you have questions concerning access, such as parking, building layouts, or obtaining workshop content in alternative formats, or wish to request accommodations for our programming, please let us know by emailing cte@uwaterloo.ca. How will I analyze and use these results?  Â. How do my assessments help students learn the difficult concepts in my course? A hybrid learning course takes the “best of both worlds” by combining the best of face-to-face learning with the best of online learning. What concepts are particularly important, difficult, or complex? This is the lowest level of learning. How well do my content and methods work to ensure that students can achieve the learning outcomes? These are just a few techniques that instructors have used to design hybrid learning courses. Given the classroom environment I wish to create, how well do my teaching methods work toward creating this environment?  What could I change to improve the fit? Modern flexible learning environments also address other elements of the learning environment such as how students are grouped during learning and how … and then take an online test before attending the class in which they discuss or debate topics. (2018). The Course Learning Outcomes (CLO) for the Introduction to Educational Design in Higher Education course mapped to Bloom’s taxonomy are:. Designing training materials is like planning a dinner party, coming up with a menu, and writing the recipes. University of Central Florida & American Association of State College and Universities. This guide considers a range of factors that contribute to ongoing capacity for online learning provision. What methods would I like to learn more about? Provide structure for online activities. How can I incorporate them into the course content? Retrieved from https://www.wisconsin.edu/systemwide-it/teaching-with-technology-today/. In a similar way, the idea of conducting training for employees may come … A useful resource regarding this question is How the Student Credit Hour Shapes Higher Education (number 122 of New Directions for Higher Education). List four to six main outcomes and be as specific as possible. Ellis, D.E. Stretching can improve your flexibility, although it will not improve your endurance or strength. Plan Ahead. What can I learn about my students’ learning from the assessment results? What are my students' goals? This plan begins with self-reflection and self-assessment to guide you in enhancing your continuing competence. Offered by Arizona State University. Each of the steps is necessarily undertaken with the others in mind, and each will necessarily undergo revision each time you teach a particular course. While you’re designing your materials, keep the following points in mind: Identifying and articulating intended learning outcomes is key to successful course planning. Visit our COVID-19 information website to learn how Warriors protect Warriors. What resources will I use and where do I find them (i.e., journals, libraries, student bibliographies, online searches, etc.)? Are my outcomes theory-based and/or skill-based? Is the workload reasonable, well timed, and sustainable for my students and me? How can I incorporate their goal into what I am offering? How Much, How Often Do we know each other's goals? Our institution is situated on the Haldimand Tract, the land promised to the Six Nations that includes six miles on each side of the Grand River. What will I teach? Learning outcomes describe the learning that will take place across the curriculum through concise statements, made in specific and measurable terms, of what students will know and/or be able to do as the result of having successfully completed a course. In addition to providing students opportunities to engage with the material in meaningful ways and to interact with classmates in their learning community, class time can be used to: Garrison, D. R., & Vaughan, N. D. (2007). Individual ability will also affect the amount of time that a given student needs to spend on a course: a third-year student taking a first-year course will likely need to spend less time on the course than a first-year student. Make a time to talk to two colleagues about how they incorporate flexibility in their teaching. It provides a platform for the students and instructors to learn and highlight their skills wherever and whenever they want as … Requiring students to take an online quiz before attending class can be a source of motivation while providing instant feedback regarding their understanding of the material. 235 Garden Ave Learners will find and prepare appropriate teaching materials through careful analysis, adaptation and creation of … Imagine your car’s engine starts making screeching sounds. Learning Technology Center. The Centre for Teaching ExcellenceEast Campus 3, Second Floor, Phone: 519 888 4567 x 43353 Explain how students will be assessed and what kind of feedback they can expect from you and their peers. How much time should I spend on each topic area? Since a part of your … How much reading or other types of activities will I assign outside of class? There are many different types of assessment designed for use in a university course (see the CTE Teaching Tip “Types of Assignments and Tests”) and the key is to choose assessments that allow you to evaluate whether students have attained the outcomes you have set out. Prepare for in-class activities – In addition to assigning readings, providing some course content online through video tutorials or documentaries, for example, allows students to preview course material visually. Here are some approaches taken by different faculties, programs, and support units at Waterloo: Per course per week (including attending classes and tutorials, preparing for classes and tutorials, doing assignments, studying, and so on). The University of Waterloo acknowledges that our work is on the traditional territory of ‎ the Neutral, Anishinaabeg and Haudenosaunee peoples. Should you rotate the tires, replace the suspension, or just add some oil? 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