Using integrated course design to build student communities of practice in a hybrid course

Gibbs’ (1988) reflective cycle is used as a framework to explore the institutional experience of embedding new graduate attributes (GAs) as part of a major refocus of all the undergraduate courses at Leeds Beckett University. One of the key components of this curricular refocus was the initial conceptualisation and embedding of three new graduate attributes. The University’s three GAs are i) having a global outlook ii) being enterprising and iii) being digitally literate. This paper focuses on the seven main interventions which were used to embed and foster their delivery in the refocused curriculum. The GAs run through each level of every UG course and prepare students for work and life through a variety of embedded intracurricular module-based, credit-bearing activities. This reflective paper concentrates on the intra-module core curricular activity manifested by the GAs embedded in course and module learning outcomes and not students’ extracurricular activity even though this can be regarded as strengthening skills for life and the workplace (Bowden, Hart, King, Trigwell, & Watts, 2000). A combination of personal and colleagues’ reflections, evidence from surveys and analysis of actions are highlighted using Gibbs’ (1988) cycle as a framework to explore the process in a systematic way and assist in the illustration and analysis of some of our key interventions. This reflective account considers our successes (resources and building the digital literacy GA) and some of the surprising benefits (communities of practice) of this initiative. The paper also uses Hounsell’s (2011) and Barrie’s (2006) frameworks to deconstruct the curriculum change experience and offers structured reflection on some of the lessons learnt from the challenges, e.g. tight timescales, staff ownership and constructive alignment (Biggs, 1996). Key future actions are noted; specifically the engagement of staff and students to address application/tailoring to disciplines and their specific course design issues.

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Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

Canadian Journal of Program Evaluation ◽

10.3138/cjpe.69697 ◽

2021 ◽

Vol 35 (3) ◽

Author(s):

Robyn Thomas Pitts

Keyword(s):

Learning Outcomes ◽

Design Process ◽

Course Design ◽

Student Learning Outcomes ◽

Lessons Learned ◽

Learning Needs ◽

Theory Theory ◽

Introductory Course ◽

Theory To Practice ◽

Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

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Blended Course Design: A Synthesis of Best Practices

Online Learning ◽

10.24059/olj.v16i4.239 ◽

2012 ◽

Vol 16 (4) ◽

Cited By ~ 10

Author(s):

Patricia McGee ◽

Abby Reis

Keyword(s):

Best Practices ◽

Course Design ◽

Meta Analysis ◽

Effective Practices ◽

Technology Utilization ◽

Pedagogical Strategies ◽

Hybrid Course ◽

Online Technology ◽

Assessment Strategies ◽

Blended Course

Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publicly available guides, documents, and books that espouse best or effective practices in blended course design to determine commonalities among such practices. A qualitative meta-analysis reveals common principles regarding blended definitions, the design process, pedagogical strategies, classroom and online technology utilization, assessment strategies, and course implementation and student readiness. Findings reveal areas of disconnect and conflict, as well as implications for the likelihood of successful utilization when best/effective practices are followed.

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