An Integrated Course Design Model for Beginning Faculty

2014 ◽  
Vol 11 (3) ◽  
pp. 180-192
Author(s):  
Thomas F. Hawk ◽  
Amit J. Shah
Keyword(s):  
Course Design ◽  
Design Model ◽  
Integrated Course Design

scholarly journals Teaching Public Speaking Online–Not a Problem but an Opportunity!

2019 ◽  
Vol 2 ◽  
pp. 76-82 ◽  
Author(s):  
Sherwyn Morreale ◽  
Janice Thorpe ◽  
Susan Ward
Keyword(s):  
Public Speaking ◽  
Course Design ◽  
Design Model ◽  
Design Stage ◽  
Design Strategies ◽  
Course Content ◽  
Face To Face ◽  
Initial Design ◽  
Online Public Speaking ◽  
Integrated Course Design

This reflection essay focuses on the problems inherent in the design and development of an online public speaking course, which in part result from presuming the course must mirror its face-to-face counterpart. Based on our own experiences and background in designing an online public speaking course, we recommend that instructors and administrators of this course solve such problems by employing design strategies that effectively adapt the course content and pedagogy to a digital context. The essay begins with a description of an integrated course design model (Fink, 2005) that proved useful to us for accomplishing this task. Then we discuss how we used the four components of the initial design stage of this model to take advantage of opportunities for teaching public speaking online.

Applying Andragogy to Backward Design to Support Adult Learners

2021 ◽  
pp. 210-227
Author(s):  
Melissa L. McCartney ◽  
Mary A. Tkatchov
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Course Design ◽  
Adult Learning Theory ◽  
Design Model ◽  
Backward Design ◽  
New Concepts ◽  
Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

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

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.

Using Fink's integrated course design: How a book changed our students' learning, our university, and ourselves

2009 ◽  
Vol 2009 (119) ◽  
pp. 43-52 ◽  
Author(s):  
Carolyn R. Fallahi ◽  
Laura E. Levine ◽  
Joan M. Nicoll-Senft ◽  
Jack T. Tessier ◽  
Cheryl L. Watson ◽  
...  
Keyword(s):  
Course Design ◽  
Integrated Course Design

scholarly journals The Need of ESP Course in Communicative Speaking Skill

2018 ◽  
Vol 2 (2) ◽  
pp. 283
Author(s):  
Ratna Muntiningsih
Keyword(s):  
Research Method ◽  
Course Design ◽  
Design Model ◽  
Vocational Schools ◽  
Speaking Skill

ESP course design model specifically in communicative speaking skill is very assential to be applied at vocational schools (SMK), because the students of these schools are prepared to work. In this case they have to know English well especially speaking. Moreover, ESP course approach designed based on the two fundamental principals mainly theoretical and pragmatics, and some of supported theories as well. Research objective is to know if the students of vocational schools which become a selected research is SMK Pariwisata Kosgoro at Jl Perjuangan Cirebon, are eager to accept that ESP course is one of their needs, in order they can improve their English particularly in communicative speaking skill. Meanwhile, the used research method is quantitative one.

scholarly journals Using Integrated Course Design for Flipped Classroom to Promote Active Learning of Lean Six Sigma for Supply Chains

2021 ◽  
Vol 8 (1) ◽  
pp. 36-50
Author(s):  
Huay Ling Tay
Keyword(s):  
Active Learning ◽  
Supply Chains ◽  
Six Sigma ◽  
Flipped Classroom ◽  
Course Design ◽  
Lean Six Sigma ◽  
Learning Activities ◽  
Learning Goals ◽  
Learning Space ◽  
Integrated Course Design

This paper showcases an educational experience for a course titled - “Lean Six Sigma for Supply Chains” taught at university level, where an integrated course design to engage students in a flipped classroom method is used. The course design incorporates a synergy between Fink’s integrated course design model, experiential learning activities and formative assessments. The primary aim is to engage students in active learning of the course content. Therefore, all learning activities are designed according to the course learning goals, curricular and assessment requirements, prior knowledge of the students, and learning modes that are available to the students. These aspects allow educators to determine what is to be discussed in the classroom and how to facilitate active learning in-class and out-of-class. The course also leverages on the online learning space to develop both asynchronous and synchronous learning activities in order to engage student in their learning. To achieve the course learning goals, students are stimulated to participate in these learning activities and self-directed learning, in order to gain discipline specific knowledge and skills. This paper provides practical advice for course designers and programme leaders on how they can adopt an integrated course design approach in designing instructional activities for a flipped classroom setting to enhance student engagement and learning.

scholarly journals Stepwise Simulation Course Design Model: Survey Results from 16 Centers

2020 ◽  
Vol 24 (2) ◽  
pp. e2019.00060 ◽  
Author(s):  
Nehal Khamis ◽  
Richard Satava ◽  
David E. Kern
Keyword(s):  
Course Design ◽  
Design Model ◽  
Survey Results
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