L. Dee Fink

Instructor Resourse CenterCreative Significant Learning Experiences offers valuable recommendations on what various orginizations in higher education can do to more effectively support better teaching.

PDFFI | This Self-Directed Guide is intended to introduce a useful and systematic process for designing courses. It is based on the same components found in most models of instructional design, but it assembles these components into a relational, integrated model rather than a linear one. Among other benefits, this model provides clear criteria for determining when a course design is a good design |

TABLE OF CONTENTS
Introduction 1
An Overview of Integrated Course Design 2
Model 1: The Key show more Components of Integrated Course Design 2
Designing an Integrated Course 4

Initial Design Phase: Building Strong Primary Components 4
Preview of the Initial Design Phase: Designing Courses that Promote . . . 5
Step 1. Situational Factors 6
Step 2. Learning Goals 8
Step 3. Feedback and Assessment 13
Step 4. Teaching/Learning Activities 16
Active Learning 16

Rich Learning Experiences 19
In-Depth Reflective Dialogue 19
Information and Ideas 21

Step 5. Integration 21
Final Check and Review of Initial Phase 23
Model 2: Criteria for Assessing Course Designs 24

Intermediate Design Phase: Assembling the Components into a Coherent Whole 25
Step 6. Course Structure 25
Step 7. Instructional Strategy 26
Step 8. Creating the Overall Scheme of Learning Activities 27

Final Design Phase: Important Remaining Tasks 30
Step 9. How Are You Going to Grade? 30
Step 10. What Could Go Wrong? 31
Step 11. Let Students Know What You Are Planning 31
Step 12. How Will You Know How the Course Is Going? How It Went? 32

Concluding Counsel 33

SA - https://www.librarything.com/work/20480775/book/262967818 | https://www.librarything.com/work/32311528/book/264711651 | https://www.librarything.com/work/14280985/book/264700854 | https://www.librarything.com/work/32304433/book/264591408 | https://www.librarything.com/work/32163898/book/262913817 | https://www.librarything.com/work/32266785/book/264077079 |
RT - Teaching
BT - Activities
NT - Engagement
UF - First, we design the course by gathering information and making a number of decisions about the way the course will be taught. Second, we engage in teacher-student interactions as we implement the course we have designed. The concept of Teacher-Student Interaction as used here is a broad one that includes lecturing, leading discussions, running labs, advising, communicating by email, etc. In order to teach well, one must be competent in both course design and teacher-student interactions.
SN - This PDF was downloaded from the internet server/database where the journal is stored. (This entry does not reference a hierarchical list)
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