Are you a course instructor who is:

  • looking to invigorate your teaching practices?
  • designing a new course or revitalizing an existing course?
  • looking for an opportunity to learn more about learner-centred course design?

If so, consider registering for the two-day Course Redesign Workshop.
 

Workshop Details

  • Monday, April 27th and Tuesday, April 28th
  • 9:00am – 4:00pm
  • Register here

Please note: There will be a Course Redesign assignment deadline of May 7th

 

Why Attend the Course Redesign Workshop?

This workshop provides faculty with resources and support to plan and implement course redesign models that address the following:

Curriculum

  • build a course that reflects new directions in teaching and learning theory
  • ensure alignment between activities, assessments, and course learning outcomes to avoid curriculum drift
  • move toward highlighting the interdisciplinary nature of learning and the connection between courses
  • address student diversity, equity, and inclusion (the Affective Domain)
  • match course learning outcomes, activities, and feedback to a taxonomy of student learning to develop higher level skills (i.e. analysis, synthesis, and problem-solving)

Technology

  • adopt and adapt effective practices that integrate digital pedagogy and technology
  • provide a media-rich interactive online environment

Learner-Centred Practice

  • actively engage students in their own learning
  • create stronger links between theory and practice (e.g. teach students to value course content and see its connection to real life)
  • Increase student responsibility for their own learning by making learning flexible
  • Clarify your expectations for course work and evaluation (i.e. formative, summative, and authentic assessment)

 

Five Principles of Successful Course Design

During the two day workshop, we will be integrating NCAT’s Methodology of course redesign by following the principles listed below:

  1. Redesign the whole course.
  2. Encourage active learning.
  3. Provide students with individualized assistance.
  4. Build in ongoing assessment and prompt (automated) feedback.
  5. Ensure sufficient time on task and monitor student progress.

Source: https://www.thencat.org/PlanRes/R2R_PrinCR.htm
 
 


ctl@rdc.ab.ca | 403.356.4989 | Room 913C | Find us on theLoop | Find us on Twitter and Facebook @ctlrdc
 
Updated January 14, 2020


Print This Page Print This Page