{"id":394,"date":"2023-09-20T23:22:32","date_gmt":"2023-09-21T03:22:32","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/course-design\/?post_type=chapter&#038;p=394"},"modified":"2023-12-22T10:32:23","modified_gmt":"2023-12-22T15:32:23","slug":"course-alignment-concepts-to-action","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/course-alignment-concepts-to-action\/","title":{"raw":"Bring concepts to action","rendered":"Bring concepts to action"},"content":{"raw":"<h2>Practice<\/h2>\r\nNow that you have completed the Course Alignment Module the next step is to consolidate your learning. <a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/07\/course-alignment-template-assessment.docx\">Download the Course alignment template (docx)<\/a>. This template will guide you through the steps to validating that your course is constructively aligned.\r\n<h2>Self-assessment<\/h2>\r\nAn essential component for consolidating your learning is also to assess and reflect on how your knowledge has changed. Take a moment to evaluate your learning through the following 4 statements. Decide where you would situate yourself for each. If you select \u2018Unsure\u2019 for any or would like to develop further in any area, as a Concordia University faculty member you may <a href=\"https:\/\/www.concordia.ca\/ctl\/about\/services\/request-form.html\">request a consultation with the Centre for Teaching and Learning<\/a>. A learning expert from the CTL will contact you to book a meeting.\r\n\r\n&nbsp;\r\n<div class=\"postbox h5p-sidebar\">\r\n<div class=\"h5p-action-bar-settings h5p-panel\"><code>[h5p id=\"7\"]<\/code><\/div>\r\n<\/div>\r\n<h2>Reflection<\/h2>\r\nCourse alignment is critical to good course design. The process helps validate that all components of the course work together to deliver a quality curriculum and support student learning success. As a final activity in this module, take a moment to reflect on how your course alignment process supports your commitment to teaching excellence.\r\n\r\nTake a moment to consider these questions.\r\n<ul>\r\n \t<li>How will an alignment exercise improve my teaching and evaluation practices?<\/li>\r\n \t<li>How will an alignment exercise enhance the learning experience for my students?<\/li>\r\n \t<li>How might feedback from my students help me validate my course alignment?<\/li>\r\n \t<li>How might feedback from my colleagues help validate my course alignment?<\/li>\r\n<\/ul>\r\n<h2>Advanced tip<\/h2>\r\nYour students can also contribute to your alignment review of your course resources, a single assignment or exam, etc. This would entail eliciting feedback with a few specific questions at the end of the semester, after an assessment activity, etc.\r\n\r\nQuestions could focus on:\r\n<ul>\r\n \t<li>What resources were most helpful in their preparation for the assignment?<\/li>\r\n \t<li>What resources were not useful or confusing?<\/li>\r\n \t<li>What class experiences, activities or tasks helped deepen your understanding of concept X?<\/li>\r\n \t<li>What other experience, task or activity would be most helpful to deepen your understanding of concept X?<\/li>\r\n<\/ul>\r\nWhen you include students in the process, you may find their analysis particularly insightful and useful in guiding your revisions.\r\n\r\n<hr \/>\r\n\r\n<h2>References<\/h2>\r\n<p class=\"hanging-indent\">Biggs, J. B. (2003). <em>Teaching for quality learning at university<\/em> (2nd ed.). Maidenhead: Open University Press.<\/p>\r\n<p class=\"hanging-indent\">Meyers, N. M., &amp; Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students\u2019 approaches to thinking and learning outcomes. <em>Assessment &amp; Evaluation in Higher Education<\/em>, <em>34<\/em>(5), 565\u2013577.<\/p>","rendered":"<h2>Practice<\/h2>\n<p>Now that you have completed the Course Alignment Module the next step is to consolidate your learning. <a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2023\/07\/course-alignment-template-assessment.docx\">Download the Course alignment template (docx)<\/a>. This template will guide you through the steps to validating that your course is constructively aligned.<\/p>\n<h2>Self-assessment<\/h2>\n<p>An essential component for consolidating your learning is also to assess and reflect on how your knowledge has changed. Take a moment to evaluate your learning through the following 4 statements. Decide where you would situate yourself for each. If you select \u2018Unsure\u2019 for any or would like to develop further in any area, as a Concordia University faculty member you may <a href=\"https:\/\/www.concordia.ca\/ctl\/about\/services\/request-form.html\">request a consultation with the Centre for Teaching and Learning<\/a>. A learning expert from the CTL will contact you to book a meeting.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"postbox h5p-sidebar\">\n<div class=\"h5p-action-bar-settings h5p-panel\"><code><\/p>\n<div id=\"h5p-7\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-7\" class=\"h5p-iframe\" data-content-id=\"7\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Self-assessment of your learning on the course alignment module\"><\/iframe><\/div>\n<\/div>\n<p><\/code><\/div>\n<\/div>\n<h2>Reflection<\/h2>\n<p>Course alignment is critical to good course design. The process helps validate that all components of the course work together to deliver a quality curriculum and support student learning success. As a final activity in this module, take a moment to reflect on how your course alignment process supports your commitment to teaching excellence.<\/p>\n<p>Take a moment to consider these questions.<\/p>\n<ul>\n<li>How will an alignment exercise improve my teaching and evaluation practices?<\/li>\n<li>How will an alignment exercise enhance the learning experience for my students?<\/li>\n<li>How might feedback from my students help me validate my course alignment?<\/li>\n<li>How might feedback from my colleagues help validate my course alignment?<\/li>\n<\/ul>\n<h2>Advanced tip<\/h2>\n<p>Your students can also contribute to your alignment review of your course resources, a single assignment or exam, etc. This would entail eliciting feedback with a few specific questions at the end of the semester, after an assessment activity, etc.<\/p>\n<p>Questions could focus on:<\/p>\n<ul>\n<li>What resources were most helpful in their preparation for the assignment?<\/li>\n<li>What resources were not useful or confusing?<\/li>\n<li>What class experiences, activities or tasks helped deepen your understanding of concept X?<\/li>\n<li>What other experience, task or activity would be most helpful to deepen your understanding of concept X?<\/li>\n<\/ul>\n<p>When you include students in the process, you may find their analysis particularly insightful and useful in guiding your revisions.<\/p>\n<hr \/>\n<h2>References<\/h2>\n<p class=\"hanging-indent\">Biggs, J. B. (2003). <em>Teaching for quality learning at university<\/em> (2nd ed.). Maidenhead: Open University Press.<\/p>\n<p class=\"hanging-indent\">Meyers, N. M., &amp; Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students\u2019 approaches to thinking and learning outcomes. <em>Assessment &amp; Evaluation in Higher Education<\/em>, <em>34<\/em>(5), 565\u2013577.<\/p>\n","protected":false},"author":79,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-394","chapter","type-chapter","status-publish","hentry"],"part":118,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/394","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/users\/79"}],"version-history":[{"count":8,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/394\/revisions"}],"predecessor-version":[{"id":525,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/394\/revisions\/525"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/parts\/118"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/394\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=394"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapter-type?post=394"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=394"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=394"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}