2. 2
Questions to be addressed
1.What steps would you take during the planning of your first
university course? (discussion on issues that need to be
considered when designing new courses, i.e. matters linked to
the “course design process”)
2. Linked to the above: list of factors that influence the
content and design of your course
3. What are the major (aims) objectives of your course (what is
in general terms that you are trying to achieve with this course?
Your intentions as a scholar and teacher)
4. What are the expected learning outcomes? (In ideal case
what should a student - who took your course - know and be able
to do at the end of the course?) –knowledge and skills in the
discipline, academic transferable skills.
3. 3
5. Can you describe the structure of your course (the logic behind the
succession of topics? Would any other structure bring “better” or
different results?
6. What is the purpose of assessment in case of your course? What do
you measure with it? What assessment methods do you use? How to
select the most appropriate method? Do you have clear grading
criteria? What difficulties do you face when assessing your students?
7. How adequately and usefully do you communicate your course
plans to students? What do you include in your syllabus? How do
various parts of your syllabus connect to each other?
5. 5
Subject benchmark statements
http://www.qaa.ac.uk/academicinfrastructure/benchmark/
describe the nature and characteristics of
programs in a specific subject (at a specific time
– reviewed regularly); outline the possible
content of degree programs
represent general expectations about the
standards for qualifications, describe the
attributes, capabilities and skills that graduates
should be able to demonstrate
outline different forms of teaching, learning
and assessment - and their purposes
6. 6
Establish
need and
demand for
the course
Establish
student
characteristics
Determine
content
Set goals
and
objectives
Choose
teaching
and
assessment
methods
Implement,
evaluate
and adjust
components
as necessary
Course Design Process
Linear model
Diamond, R. M. (1989) Designing and Improving Courses and Curricula in Higher Education, San Francisco: Josey-Bass
7. 7
Important steps in course design
I. Gathering:
- Describe your course – Should the course be taught? What content
should be covered? Should the course be optional or compulsory?
Has it been taught before? How successfully? What are the
standards in the discipline? Who are the professionals in the field?
- Describe your students
entry level knowledge of subject, competence, ability to meet
prerequisites
attitudes in the topics you intend to cover (survey)
priorities and expectations, long-range goals
expected level of intellectual development
- Collect sources available
II. Planning:
– Dream list, create a course diagram
III. Writing the syllabus
8. 8
“Zero-week” survey on students’ interests and previous knowledge
Title of session
Interest Previous
knowledge
Overview of the course design process – how do needs,
demands, student characteristics, goals and objectives, content,
structure, assessment methods, and course evaluation link to each
other
Student centered teaching – two approaches to learning (deep
and surface), stages of students’ development, syllabus design
from the students’ point of view
Course aims / learning outcomes - qualities of graduates: field-
specific - shared attributes - generic attributes – professional/job
related skills; theoretical versus practical education
Structuring the course – logic of the structure, parts of structure
Assessment – role of the assessment, key assessment values,
types of assessment (continuous, end assessment) – analysis of
assessment methods – how do they relate to the objectives of the
course, what can they measure
Evaluation – course evaluation, role of evaluation, types of
evaluation, examples
Types of syllabi – discussion about elements of syllabi –
examples
A= very high B= moderate C= little D= at all
9. 9
Stages of student’s intellectual development
Dualism: involves a right-or-wrong view; knowledge is seen as a collection
of facts to be memorized; teachers are authority figures with all the
answers; these students will be uncomfortable in courses involving
discussions, critical thinking, etc, what is important to them is to get the right
answers
Multiplicity: students can recognize the existence of a variety of opinions
and viewpoints on an issue, but often do not have the ability to evaluate
logically the consistency of the various positions, acknowledge uncertainty in
some areas, but where facts are not known all opinions are seen as equally
valid, they are likely to participate in a class discussion or debate, because
they see such exercises as expressions of different, equally valid viewpoints,
they may get impatient and wait for the teacher to provide the class with the
right answer or they may question the statements from teachers since they are
simply someone else’s opinions
Relativism: students understand that facts are often a function of context, and
decisions need to be based on some supporting criteria (logic, consistency,
etc.), they see teachers as more experienced learners in a particular field,
students are ready to develop skills of rational discourse, it will be more likely
to learn from discussion and debate, more practical works
10. 10
Students’approaches to learning (motivation?)
Deep
The motive is to gain
understanding
Making sense of new
knowledge
Reading widely and
discussing the topics with
other students
Not always interested in
achieving high marks
Achieving approach
Will study all of the topics
on which they might be
examined
Try to predict questions
and plan their study time
carefully
Surface
Primarily interested in meeting the
demands which the system places
upon them
To reproduce enough of the
information they have been given
Retrieve what they memorize
without necessarily fully
understanding it
Concerned to pass
Achieving approach
Aiming for higher grades by
reproducing more information
11. 11
Table 1. Steps college teachers take in planning courses
Step taken Step taken first
(in percent) (in percent)
Select content 85 46
Consider student characteristics 69 15
Consider how students learn 67 9
Establish objectives based on
own background 61 16
Select materials and activities 59 6
Examine previous student evaluations 42 1
Base objectives on external influences 35 6
Joan S. Stark, 2000, “Planning introductory college courses: Content, context and form,” Instructional Science 28: 413–438).
12. 12
Define aims and objectives of the course
learning =
= to acquire knowledge + skills + abilities + attitudes
How does your course contribute to the qualities of graduates
field/discipline-specific - shared attributes - generic attributes –
professional/job related skills – transferable skills
Aims (purpose) of the course: general statements of educational
intention, (what is in general terms that you are trying to achieve
with this course? Your intentions as a scholar and teacher)
Objectives (learning outcomes): more specific and concrete
statements of what students are expected to learn (in ideal case
what should a student - who took your course - know and be
able to do at the end of the course?)
13. 13
Types of course objectives (based on Bloom’s taxonomy)
Cognitive
objectives
Affective objectives
Knowledge Receiving
Comprehension Responding
Application Valuing
Analysis Organizing
Synthesis
Evaluation
Characterizing
(internalizing)
Generating
Theorizing
Abstracting
Verbs frequently used in formulating learning outcomes
Difficult to measure
(many interpretations)
Easier to measure
(fewer interpretations)
To know To identify
To (really) understand To differentiate
To (fully) appreciate To solve
To grasp the significance To contrast
To enjoy To construct
To believe To list
To compare
14. Curriculum Resource Centre:
Training Materials
Bloom’s taxonomy of cognitive skills (Bloom, 1956)
Missing:
generating
theorizing
ATHERTON J S (2003) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available:
http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 18 October 2004
15. 15
Examples of course aims:
The interdisciplinary course Ecological Disasters as Social Problems:
Assessment and Mitigation (based upon Chernobyl and other case studies) is
aimed to introduce students into key issues in the field and prepare them to
practically work at the arena of the disasters' mitigation. On the set of concrete
cases, it shows the complex nature, general regularities and the whole set of
consequences of ecological disasters. The course acquaints students with
various approaches to and ways of the disasters' mitigation, matching theirs
complex nature.
The goal of this course is to help students understand how and why biodiversity
is important to society. The course aims to give students a base in the theory
and concepts in conservation, to explore differing perspectives about our
human relation with nature, and to study sustainable strategies in protecting
biodiversity, ecosystems and inherent ecosystem services. (Biodiversity and
Conservation)
16. 16
Examples of course aims (political sciences):
Aims
To introduce students to some of the major theoretical
approaches to the study of identity and the exercise of political
power.
To equip students with the theoretical tools necessary to
make a connection between the ways in which identity is central
to both the ‘new social movements’ and ethnic and nationalist
politics.
To expand students conceptual notion of what constitutes ‘the
political’ by presenting political power and political resistance
as operating beyond the bounds of what are conventionally
understood as political institutions. (Politics and Identity)
17. 17
Examples of course aims (sociology):
The aims of the course is to provide a basic
knowledge of methods that enables an informed and
critical reading of empirical social science literature,
and provides the basics of applying methods in
research projects. (Introduction to research methods –
qualitative and quantitative)
18. 18
Examples of course aims (history):
Crossroads and Periphery: Approaching the Medieval Culture of the Balkans
The proposed course aims at providing a critical and comprehensive
understanding of both the appearance of the medieval Balkans as cultural
crossroads and periphery as well as the historiographic “images” of the two
definitions of the region. The emergence and usage of these notions is presented
in historical and historiographic perspectives by means of interdisciplinary
examination of the material environment of the medieval Balkans. More
specifically, the course aims to:
reconstruct the cultural space of the medieval Balkans in the historical
context of the region as crossroads and periphery.
analyze critically the perception of the medieval Balkans as crossroads and
periphery in modern European and American historiography.
outline the contribution of the specifics of the medieval culture of the
Balkans to the “otherness” of the region.
19. 19
Learning outcomes. Participants should
understand mechanisms underlying the main regional problems
be able to explain the meaning of the terms environmental, social and
economic sustainability
be able to comment a legislative basis for public participation in
environmental problem solving
identify decision making situations connected with concrete
environmental problems and develop a strategy for public participation
in the decision making process
be able to use the Internet for carrying out a search of current
information related to a concrete environmental problem
be able to develop environmental problem solving plans, based on
informational resources and participatory approaches
be able to analyze school programs of environmental education from
the position of the modern four level concept of environmental
education
be able to simulate public participation methods in classroom activities
preparing school students for public participation activity
be able to develop materials for environmental projects aimed at
forming environmental responsible behavior
20. 20
Learning Outcomes:
Through both lectures and seminars within the course, students will be able to:
1) Demonstrate a comprehensive knowledge of the history of biological
conservation and how it has developed into a natural sciences sub-
discipline.
You will be introduced to the history of the conservation movement, both from a
CEE/fSU perspective and a global perspective – and analyze how that movement has
evolved over the years.
2) Analyze the value of biodiversity.
You will be able to discuss the various levels of biodiversity, and the current
management practices for maintaining sustainable biodiversity.
3) Synthesize the various ecological concepts involved in conservation
management practices and explain how the various levels of biodiversity
(from species to ecosystems) can be conserved. You will learn to assess how, and
in what contexts, biodiversity conservation can be used as a tool in land-use planning.
21. 21
Learning outcomes (history):
By the end of the course, students should be able to:
apply interdisciplinary approaches in studying cultural phenomena
critically assess a variety of source materials (e.g. literary evidence,
environmental setting, and excavated sites) and secondary literature
recognize and distinguish the cultural appearance of a region in the course of its
historical development
Throughout the course, the regional type of survey and the synthesis of a variety
of source materials should develop students' skills in comparative analysis and
application of interdisciplinary approaches. Oral presentations in class will
improve verbal communication. The students will also be encouraged to
develop their critical and independent thought and abilities in participating
in a discussion while writing and presenting their essays at the closing mini-
conference. (Crossroads and Periphery: Approaching the Medieval Culture of
the Balkans)
22. 22
Examples of learning outcomes (political sciences):
By the end of the course student should be able to:
critically assess the significance of democracy as an area of major
political concept;
synthesise a variety of interdisciplinary approaches in a broadly
sociological and politological understanding of democratization
process in postcommunist countries, especially in Latvia and Russia;
recognize the role of consolidated democracy and the stages of its
development in both countries.
Students should also develop their analytical skills through
attendance at lectures and seminars which will emphasise the need to
develop a critical understanding of the reading material.
Small group presentations in seminars will help to develop verbal
communication and interpersonal skills.
Students will also develop the ability to collect and use information
on their own initiative, maximising the sources made available in the
library and applying such skills to the required coursework.
Throughout the course, the need for critical and independent
thought will be stressed. (Democratization of the State and Society:
case of Latvia and Russia)
23. 23
Individual task:
1. Please write down 2 aims of your course
Two things in general terms that you are trying to achieve with
this course. Your intentions as a scholar and teacher.
2. Please take one of your aims and write 3
learning outcomes that derive from that aim
In ideal case what should a student - who took your course - know
and be able to do at the end of the course?
Students should be able to …
24. 24
Pros Cons
Make learning focused and
achievable
Focus too narrowly on details, can trivialize
things
Give direction to student learning Focus on measurable objectives to the
neglect of attitudes, values, motivation and
interests
Helps to focus on essential
concepts and skills in the subject
Limits opportunities from spontaneous
unintended outcomes occurring during
learning experiences
Helps students choose optional
courses
Cannot capture all aspects of learning
Accountability (administrators) No flexibility in making changes during the
course
… …
Hussey, T. and Smith, P. (2002) The Trouble with Learning Outcomes, Active Learning in Higher Education, Volume 3, Number 3
25. 25
Resources
TEACHING A COURSE AROUND A TEXTBOOK
Two options: 1. adopt a course text and teach the course
around it or 2. write a book around the course.
Advantages
students clearly like to have a course text which covers
the majority of course material
reduces the need for students to search through a
diversity of information sources
encourages students to become more self-reliant
students have to take a greater responsibility for their own
learning and this can provide them with a transition to
independent enquiry
obliges students to undertake (at least) some reading
guided reading helps to cover more material than could be
dealt with in lectures
helps to alleviate pressure on library resources
26. 26
TEACHING A COURSE AROUND A TEXTBOOK
Disadvantages and Possible Solutions
- danger of being exposed to just one (or limited number of)
viewpoint give additional references in lectures and for
tutorial discussions design course assignments for which
students need to use a range of references.
- students gain little experience of selecting and synthesising
material from different sources give tasks such as annotated
bibliography
- students will reproduce the views expressed in the course text
rather than develop their own perspective and critical approach
- logistical and financial problems: every student will need to have
access to their own copy
27. 27
Readings/course materials, criteria of selection
material to be covered/discussed in class
material that is not covered/discussed in class
match your own point of view
different that your own point of view
currency of content
coherence and clarity of content
level of difficulty
students’ interest
student’s workload
availability, easy access
28. 28
Early history of laughter.
Early theories of laughter and humor (up to 18th century).
European tradition and styles of humor
Gelotology: A brief introduction. Principal concepts and definitions
Late European satire and humor.
Laughter in Russia
Nineteenth-century theories.
Ontogeny of laughter.
Personality and the development of humor.
Russian theories.
The cognitive factors in humor.
The esthetic and moral factors in humor.
The phylogeny of laughter.
The possible role of laughter after the emergence of language.
The social function of humor.
Three aspects of laughter studies: physiological, psychological, and
ethological.
Twentieth-century Western theories.
29. 29
Structuring the course
Logic of the subject matter, organizing principle
time: chronological development (basic history course)
spatial relationship: local, regional, national, global
causal: cause-effect (evolutionist)
scale of operations: micro-, macro-, international (economics)
simple to complex
processes: follows real-life events (legal studies)
Role- and competency-based
subjects grouped around skills and abilities that the course intends to
develop - “psychological structure” rather than “logical structure”
Project- or problem-based
situation that students will meet in professional practice
knowledge they need to progress towards a solution
Cognitive structure based on key concepts
revolution in history
hegemony in political science
ecosystems in biology
Hybrid structures
Toohey, S. (2000) Designing Courses for Higher Education, The Society for Research
into Higher Education & Open University Press
30. 30
Parts of content
Core
Major components. Absolutely crucial. The integrity of
the course would be threatened without them.
Pervasive
Themes, points, issues or values that are so important they
should be in every unit of the course
Options 1: Remediation
For students who do not have the necessary
background for any particular unit of the course.
Options 2: Enrichment
For those who have the background and know the
content. Extra material and assignments.
Options 3: Choice
For all students, allowing them to choose among
optional items, each related to the same major theme
or point.
Larry Lovell-Troy, Paul Eickmann (1992) Course design for college teachers, Englewood Cliffs, N.J.: Educational
Technology Publications
31. 31
Table 2. Ways college teachers preferred to arrange content
Arrangement based on Percent choosing
“very much like my own course”
The way concepts of the field are organized 71
To help students learn 57
The way the knowledge is in the ‘real world’ 49
The way knowledge is created 33
To help students use knowledge 31
To help students clarify values 30
Students’ vocational needs 20
Joan S. Stark, 2000, “Planning introductory college courses: Content, context and form,” Instructional
Science 28: 413–438).
