{"id":195,"date":"2022-12-22T13:23:03","date_gmt":"2022-12-22T18:23:03","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/clone2\/?post_type=front-matter&#038;p=195"},"modified":"2024-03-20T14:40:32","modified_gmt":"2024-03-20T18:40:32","slug":"introduction-to-course-design","status":"publish","type":"front-matter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/front-matter\/introduction-to-course-design\/","title":{"raw":"Introduction to course design","rendered":"Introduction to course design"},"content":{"raw":"<h2 data-fontsize=\"28\" data-lineheight=\"42px\">Design your course(s)<\/h2>\r\nA good model for approaching course design is the\u00a0<strong><span class=\"tooltip-shortcode\" title=\"\" data-animation=\"\" data-delay=\"0\" data-placement=\"top\" data-title=\"an approach to course and curriculum design that 'plans backwards' from the desired end learning goals\" data-toggle=\"tooltip\" data-trigger=\"hover\" data-original-title=\"an approach to course and curriculum design that 'plans backwards' from the desired end learning goals\">backwards design model<\/span><\/strong>. This simply means beginning at the end \u2013 your intended\u00a0[pb_glossary id=\"144\"]learning outcomes[\/pb_glossary]<em>\u00a0<\/em>\u2013 then aligning your [pb_glossary id=\"170\"]teaching[\/pb_glossary] and [pb_glossary id=\"171\"]assessment activities[\/pb_glossary] with these learning outcomes, which is also called [pb_glossary id=\"168\"]constructive alignment[\/pb_glossary] (Biggs, 1996). When you align these three elements of your course, you ensure an optimal learning environment where students can acquire and construct their own knowledge and develop solid competencies.\r\n<h2 data-fontsize=\"28\" data-lineheight=\"42px\">Steps to course design<\/h2>\r\nTo begin, you should first identify your desired results for student learning by the end of your course:\r\n<ul>\r\n \t<li>What essential knowledge, skills, abilities, competencies, attitudes, values, etc. do you want students to possess by the end of the course?<\/li>\r\n<\/ul>\r\nOnce your learning outcomes are identified, you should determine what assessment criteria would provide appropriate evidence as to whether and to what extent students have learned what you intended for them, and what assessment tasks would be best suited to gather this data:\r\n<ul>\r\n \t<li>What would allow them to demonstrate that they possess this knowledge, skill, value, ability, competency, attitude, etc?<\/li>\r\n<\/ul>\r\nOnce you have identified your learning indicators, you can plan the teaching and learning details of your course:\r\n<ul>\r\n \t<li>What course content, instructional practices and learning experiences will best support student learning?<\/li>\r\n<\/ul>\r\n<div><img class=\"aligncenter size-full wp-image-546\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules.jpeg\" alt=\"Course Design is composed by 4 modules: Learning Outcomes, Assessment Planning, Instructional Planning, Constructive Alignment\" width=\"1573\" height=\"744\" \/><\/div>\r\n<h2 data-fontsize=\"28\" data-lineheight=\"42px\">Course design learning outcomes<\/h2>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBy the end of this course, you will be able to design a course that:\r\n<ul>\r\n \t<li>Is based on student-focussed learning outcomes<\/li>\r\n \t<li>Aligns assessment tasks to course learning outcomes<\/li>\r\n \t<li>Targets instructional strategies and learning activities that align with assessment practices<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>References<\/h2>\r\n<p class=\"hanging-indent\">Biggs, J. (1996). Enhancing teaching through constructive alignment.\u00a0<em>Higher Education,<\/em>\u00a0<em>32<\/em>, 347- 364.<\/p>","rendered":"<h2 data-fontsize=\"28\" data-lineheight=\"42px\">Design your course(s)<\/h2>\n<p>A good model for approaching course design is the\u00a0<strong><span class=\"tooltip-shortcode\" title=\"\" data-animation=\"\" data-delay=\"0\" data-placement=\"top\" data-title=\"an approach to course and curriculum design that 'plans backwards' from the desired end learning goals\" data-toggle=\"tooltip\" data-trigger=\"hover\" data-original-title=\"an approach to course and curriculum design that 'plans backwards' from the desired end learning goals\">backwards design model<\/span><\/strong>. This simply means beginning at the end \u2013 your intended\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_195_144\">learning outcomes<\/a><em>\u00a0<\/em>\u2013 then aligning your <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_195_170\">teaching<\/a> and <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_195_171\">assessment activities<\/a> with these learning outcomes, which is also called <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_195_168\">constructive alignment<\/a> (Biggs, 1996). When you align these three elements of your course, you ensure an optimal learning environment where students can acquire and construct their own knowledge and develop solid competencies.<\/p>\n<h2 data-fontsize=\"28\" data-lineheight=\"42px\">Steps to course design<\/h2>\n<p>To begin, you should first identify your desired results for student learning by the end of your course:<\/p>\n<ul>\n<li>What essential knowledge, skills, abilities, competencies, attitudes, values, etc. do you want students to possess by the end of the course?<\/li>\n<\/ul>\n<p>Once your learning outcomes are identified, you should determine what assessment criteria would provide appropriate evidence as to whether and to what extent students have learned what you intended for them, and what assessment tasks would be best suited to gather this data:<\/p>\n<ul>\n<li>What would allow them to demonstrate that they possess this knowledge, skill, value, ability, competency, attitude, etc?<\/li>\n<\/ul>\n<p>Once you have identified your learning indicators, you can plan the teaching and learning details of your course:<\/p>\n<ul>\n<li>What course content, instructional practices and learning experiences will best support student learning?<\/li>\n<\/ul>\n<div><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-546\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules.jpeg\" alt=\"Course Design is composed by 4 modules: Learning Outcomes, Assessment Planning, Instructional Planning, Constructive Alignment\" width=\"1573\" height=\"744\" srcset=\"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules.jpeg 1573w, https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules-300x142.jpeg 300w, https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules-1024x484.jpeg 1024w, https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules-768x363.jpeg 768w, https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules-1536x726.jpeg 1536w, https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules-65x31.jpeg 65w, https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules-225x106.jpeg 225w, https:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/course-design-modules-350x166.jpeg 350w\" sizes=\"auto, (max-width: 1573px) 100vw, 1573px\" \/><\/div>\n<h2 data-fontsize=\"28\" data-lineheight=\"42px\">Course design learning outcomes<\/h2>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>By the end of this course, you will be able to design a course that:<\/p>\n<ul>\n<li>Is based on student-focussed learning outcomes<\/li>\n<li>Aligns assessment tasks to course learning outcomes<\/li>\n<li>Targets instructional strategies and learning activities that align with assessment practices<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<hr \/>\n<h2>References<\/h2>\n<p class=\"hanging-indent\">Biggs, J. (1996). Enhancing teaching through constructive alignment.\u00a0<em>Higher Education,<\/em>\u00a0<em>32<\/em>, 347- 364.<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_195_144\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_195_144\"><div tabindex=\"-1\"><p>A statement that describes what a student is expected to learn from a single class, a course or an entire program.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_195_170\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_195_170\"><div tabindex=\"-1\"><p>An activity designed to support learners in developing their knowledge, skills or attitudes.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_195_171\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_195_171\"><div tabindex=\"-1\"><p>An activity in which learners are asked to successfully demonstrate their level\/extent of knowledge, performance of skills, or development of attitudes.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_195_168\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_195_168\"><div tabindex=\"-1\"><p>An approach to course designing beginning with the end, the learning outcomes, and crafting alignment with assessments, teaching activities and content.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":79,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[12],"contributor":[],"license":[],"class_list":["post-195","front-matter","type-front-matter","status-publish","hentry","front-matter-type-introduction"],"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/front-matter\/195","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/users\/79"}],"version-history":[{"count":7,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/front-matter\/195\/revisions"}],"predecessor-version":[{"id":547,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/front-matter\/195\/revisions\/547"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/front-matter\/195\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=195"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/front-matter-type?post=195"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=195"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=195"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}