Course Design Example - carolineconnell.com · Caroline Amie Connell: Course Design Example 5 2. I...
Transcript of Course Design Example - carolineconnell.com · Caroline Amie Connell: Course Design Example 5 2. I...
Caroline Amie Connell connellca [at] gmail [dot] com
Course Design Example
INTRODUCTION
This course design example is taken from a course I teach at Radford University. The course is part of the
CORE Curriculum, a four-course series required for all Radford students. The series focuses on research
skills, technical writing, public speaking, and ethics. The example is from the fourth course in the series,
CORE 202 Topics in Ethical Inquiry.
Course outcomes are defined by the CORE Curriculum administrators, but how to reach those outcomes
is the responsibility of individual instructors. I will describe how I applied theories of learning to reach
the course outcomes, and use examples from the course’s website to illustrate my work.
THEORY OF LEARNING: CREATE RELEVANT OUTCOMES
Description
Design course outcomes to be immediately relevant to students’ career goals.
Application
1. Outcomes were already defined for this example, so I tried to highlight how they apply to
students’ social lives and future job performance. In-class examples applied ethical reasoning to
student-elicited situations such as peer, parent, and workplace interactions.
THEORY OF LEARNING: STRUCTURE PRACTICE TO BE RELEVANT TO OUTCOMES
Description
To achieve the best learning outcomes, coursework should directly resemble those outcomes.
Caroline Amie Connell: Course Design Example 2
Application
1. I gave students practice assignments that directly resembled the major, graded assessments. The
example assignment below includes draft and final components, and instructions with a detailed
rubric.
1. Draft and Final Essay and Instructions
Caroline Amie Connell: Course Design Example 3
2. Online Rubric Excerpt
2. I gave students timely, relevant feedback that referenced the rubric on draft and final assignments.
3. Example Grade Sheet
THEORY OF LEARNING: BE TRANSPARENT
Description
All course materials and learning outcomes should be clearly defined and accessible to students. Students
should never wonder where to find learning materials or what is expected of them.
Rubric Item Points out of 100
Points (converted to
rubric points)
Points out of
assignment total of 50
Section (out of
points in section)
Argument Analysis 100 35 13.5 13.5
Ethical Analysis 95 35 13.5 12.8
Ethical Position 100 35 13.5 13.5
Organization 95 15 5.8 5.5
Format 65 5 1.9 1.3
Proof-reading 95 5 1.9 1.8
48.3
125.5
96.5
TOTAL Points/50 (for draft points)
TOTAL Percent / 100 (for your information)
TOTAL Points/130 (for final essay points)
Caroline Amie Connell: Course Design Example 4
Application
1. I laid out the course website clearly and consistently.
4. Course Content Pane
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2. I used consistent color cues to highlight important items in online instructions.
5. Color Cues in Web Instructions
3. I required students print and take an online quiz on the syllabus.
6. Syllabus Online Quiz
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4. I wrote and and posted detailed rubrics for assignments.
5. I posted directions and study materials for assessments.
7. Study Materials
THEORY OF LEARNING: CREATE A COMFORTABLE ENVIRONMENT
Description
To promote participation, critical thinking, and learning, students should feel comfortable expressing their
opinions.
Caroline Amie Connell: Course Design Example 7
Application
1. I created and posted online a classroom and grading policy centered on the right to free and
respctful expression of opinions.
8. Classroom Policy
THEORY OF LEARNING: PROMOTE CONNECTION OF MATERIAL TO STUDENTS’
PERSPECTIVES AND EXPERIENCE
Description
Memories are not created in a vacuum. Students connect new knowledge with knowledge they already
possess. To promote retention, present information from within the context of what students already know
and understand.
Caroline Amie Connell: Course Design Example 8
Application
1. I used learning examples from media.
9. Video of Dr. Adrian's Speech from the movie 2012
2. During class, I elicited relevant examples from students’ everyday lives, and worked with
students to apply critical thinking and ethical reasoning to those examples. Examples included
ethical dilemmas with roommates, partaners, and parents.
THEORY OF LEARNING: PROMOTE STUDENT OWNERSHIP OF CONTENT
Description
Students interact more readily with and are more motivated when they influence course material.
Caroline Amie Connell: Course Design Example 9
Application
1. I had students choose their topics for a major assignment.
10. Final Group Presentation Topic Selection
2. I let student interests and majors of study drive my selection of course supplementary materials.
3. As much as possible, I let students direct the in-class examples and discussions.