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- Teaching and Learning Technologies
Our team, led by instructional designers, can help you design, build and teach your course whether it is online, blended, hybrid or traditional. We have a variety of service and support options available:
- creating a student-centered Active Learning environment - whether you are working with classroom experiences or online activities, we discuss options and assist you in developing student-centered activities in your course.
- incorporating instructional technologies – we look what you’re your learning outcomes are for the students, discuss instructional strategies and identify what instructional technology tools may help achieve these outcomes. We can talk through your needs and make suggestions.
- consulting, on-on-one meetings to walk with you through the course design process – as you design your course, you might find it helpful to talk with an instructional designer who has experience in course design and teaching. Our instructional designers have Master’s degrees in Instructional Design & Technology and many years of experience in the field of design and teaching in higher education.
- using research-based methodologies to enhance your course - we assist you in adding student activities, communication, teaching technologies and other learning events that have been proven to support student learning and success.
- using the Rubric for Evaluating Online Courses - we worked with our CILT Advisory Committee in designing a rubric for faculty and department chairs to evaluate online, blended and hybrid courses. We can help you in using the rubric as a guide in creating new and evaluating your existing courses.
Backwards Course Design
We suggest that you use the Backwards Course Design model (Wiggins and McTighe, 2005) when designing or redesigning your course, whether that course is a lecture, discussion or lab. In the backward design process you structure student learning based upon assessments that are intentionally designed to provide evidence that students have achieved the course goals.
The first step in in backward course design is to clearly articulate the final outcomes of the course. Begin by asking yourself:
- What do I want my students to be able to think and do by the end of this course?
- What do I want my students to know/understand by the end of this course?
The answers to these questions are the course goal(s). Goals can be organized around one or more of these:
- Remember – retrieve knowledge from long-term memory
- Understand – construct meaning by interpreting, classifying, summarizing, inferring and comparing knowledge
- Apply – perform a familiar or unfamiliar task using knowledge
- Analyze – differentiate, organize and attribute knowledge
- Evaluate – judge and critique knowledge
- Create – generate and produce new knowledge
Bloom's Taxonomy provides a list action verbs to help in writing course goals.
To help you with designing your course please use the Course Design Matrix.