Shutting Down on 1/6/2022 – New Posts are at Learning.ND.edu
Posted in Course Design, Uncategorized on Apr 20th, 2020
The sudden shift to online learning can deepen existing inequalities.The digital divide (uneven distribution and access to technology) combined with the implications of a global pandemic for different socio-economic and racial groups means that many students will be disproportionately affected by the shift to remote work. For instructors, this means that we need to think […]
Posted in Assessment Strategies, Course Design on Feb 10th, 2020
A major concern for many college instructors is how to grade fairly and efficiently. The simple answer is to employ rubrics. Usually rubrics are defined as a detailed breakdown of point distribution, with evaluative criteria that explains that distribution. More importantly, rubrics help us to clearly communicate focused, meaningful and consistent feedback. Rubrics can also […]
Posted in Assessment Strategies, Classroom Strategies, Course Design on Nov 25th, 2019
End of semester, summative course evaluations are a commonly expected event that provide students the opportunity to rate an instructor’s teaching effectiveness as well as the course’s impact on their own learning and success. At Notre Dame these are called Course Instructor Feedback (CIF) forms. Typically, these evaluations are used as part of formal promotion […]
Posted in Course Design, Events on Oct 14th, 2018
Are you creating a course from scratch or interested in learning more about course design? Then make use of this fall break and come to the “Course Design Bootcamp” by Kaneb Center on October 15 & 16, 2018. At this intensive 2-day workshop, you’ll receive step-by-step guidance for imagining, planning, and designing a course that […]
Posted in Course Design on Mar 19th, 2018
How do you capture the attention of your students before they even set foot in your classroom? What makes an effective, enticing course description stand out from all the rest? While you probably have seen dozens of course descriptions by this point in your academic career, you may not have put much thought into how […]
Posted in Assessment Strategies, Course Design on Sep 11th, 2017
Requiring an early assignment be handed in and graded provides a mutual check-in for you and your students. You students will get a preview for the bigger assessments later in the semester. They will understand the kinds of questions you ask, the amount of time it takes to complete assignments in your discipline, and the […]
Posted in Course Design on Dec 5th, 2016
At this harried point at the end of the semester, you may not be looking ahead to the next time you will teach. But taking a little time now to can help improve your future teaching and speed up your course preparation down the road. Even if you think you may never teach a particular […]
Posted in Assessment Strategies, Course Design on Aug 10th, 2015
With the start of the semester fast approaching we will spend this week’s post examining a simplified introduction to Backwards Course Design by focusing on determining learning goals and planning out assessment styles for a new class. And make sure to come back next week, when the topics of syllabus creation and lesson planning will […]
Posted in Assessment Strategies, Course Design on Apr 7th, 2014
In her recent two-part workshop series, Amy Buchmann–a Graduate Associate of the Kaneb Center for Teaching and Learning–discussed some of the fundamentals of course design. An integrated course design (Fink, 2003) has three primary elements: (1) learning goals, (2) feedback and assessment, and (3) teaching and learning activities. Figure 1. Integrated course design model. Fink, […]
Posted in Course Design on Sep 3rd, 2012
Remember to Consider the Learning Space: The next time you write an outcome/goal/intention/objective and an accompanying assessment task, write it and then answer this question:
What type of learning space will provide the best place for learners to practice developing the skills they will need to achieve success in this task?
This will focus your attention on process – how actually will students be able to go about their learning? What conditions are necessary for them to be able to flourish under your instruction? The answers will guide you as to what kind of learning space you will create that will accomplish your objective but will allow importantly some much more richer and more personal learning to occur.
In this sense a learning space extends far beyond the physical and into the whole learning environment that we as teachers are capable of creating for our students.
If you have questions about a topic related to teaching or learning, please email kaneb@nd.edu or call 631-9146.