This website is for people interested in learning more about how to design courses for greater student engagement and better student learning.
It is designed to meet multiple purposes:
Basic Learning: Provide links and resources for learning the basics of good course design.
Advanced Learning: Provide additional handouts and suggestions – from multiple sources, for refining our ability to design powerful courses.
Archive Examples: Collect examples of well-designed courses, so that people can see what good designs look like – and borrow good ideas.
Multiple Communication Options: Enable you to communicate with large groups and sub-groups with your questions, discoveries, and suggestions related to course design.
General Information and News: Post information and news from time to time, to inform visitors about events, new publications, etc.
The author provides a 6 minute video of himself introducing the site.
Type of Material:
Website collection, presentation, reference material with examples, analyses, and templates/forms.
The primary use is for individual or group learning about course design and its basic principles, another use is for archiving good course design, finally, a third use is for dialoguing about experiences with designing courses. Additionally, this website is intended to be used as a source for up-to-date information about recently published articles and about upcoming conferences and workshops.
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Identify Major Learning Goals:
The two main purposes of this website are to 1. enable as many people as possible to learn about good course design and 2. enable as many people as possible to share what they're learning about good course design with others. Further purposes of this website are to: Provide links and resources for learning the basics of good course design. Provide additional handouts and suggestions – from multiple sources, for refining our ability to design powerful courses. Collect examples of well-designed courses, so that people can see what good designs look like – and borrow good ideas. Enable visitors to communicate with large groups and sub-groups with their questions, discoveries, and suggestions related to course design. Post information and news from time to time, to inform visitors about events, new publications, etc.
Target Student Population:
Faculty at all levels of experience and education from secondary ed to higher ed and faculty developers or anyone else interested in good course design and/or the principles of integrated course design.
Prerequisite Knowledge or Skills:
An interest in and some teaching experience or knowledge of teaching and learning. Basic computer and and web navigational skills.
This resource presents valid and accurate concepts, models, and skills regarding the design of quality courses. It presents educationally significant concepts, models, and skills that are applicable to teaching with technology. The website is complete in scope and ready for use. Where appropriate, valid and accurate references, bibliographies and other supporting material are provided.
Potential Effectiveness as a Teaching Tool
The purpose and goals of this resource are clearly articulated. The user will be able to effectively achieve these goals. Compared to other methods of teaching the same skills, this resource is more effective. The content level is appropriate for higher education instructors. This resource has general appeal and an introductory video clip. It prompts the user to go further and promotes creative use beyond the site. It intrigues the user intellectually. This site also prompts users to adapt and experiment with ideas in their own discipline. There is an email address for contacting the author of the site for consultation or questions. The site provides excellent analyses of 30 courses from Fink’s 2003 Book.
Perhaps a larger and more up-to-date variety of examples. Also an active, facilitator-led discussion may enhance the effectiveness. The resources provided as “Books on Related Topics” such as active learning, feedback, assessment, teaching with small groups, and alternative paradigms are in some cases ten or more years old.
Ease of Use for Both Students and Faculty
The website presents information clearly and is arranged in an orderly fashion. The information is well organized and logically sequenced. The content level is appropriate for the expertise level of all instructional faculty. Information is presented in ways that are familiar for all faculty. The presentation of content is clearly designed with no distracting design elements such as color, sound, animation, or too much on a page. The resource is readily available. All 30 links under “Analysis of Courses in Fink’s 2003 Book" worked.
The main concerns are the missing discussion forum and perhaps more updated materials under the resources and examples. The author mentioned in his opening video there would be a discussion board besides the LISTSERV, but it was not found. On the "About this Site" page, toward the bottom, under “Communication Options,” it states “Listserv. If you want to communicate to all members, you should subscribe to the listserv and the [sic] participate in communication there.” Also on the “About This Site” page under “Basic Learning,” another typo “…where you can learn with your others [sic] how this system works.” On the “Materials in Print” page it states “In Audust [sic] 2013, …” On the “Online Resource” page the link to the contact on the bottom of the page should be hyperlinked. On the "Resource Download" page, the list of resources and the actual links are in opposite order. The last tab , “Discussion,” on the top blue ribbon would be more appealing if it were located on the row with the other tabs. On the Listserv page, there needs to be a space between “visiting theLISTSERV …” under “To Leave ListServe.”
The ribbon tab that is in gold color is not visually appealing because the text runs off of the tab becoming visually unappealing.
Other Issues and Comments:
None that have not been already addressed. Information from users who have designed courses using this website’s materials, along with trainees who took the courses would be helpful.
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