Course Design
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Religions ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 503
Julie Regan

While scholars have considered the centrality of teaching in Buddhist traditions and the rich pedagogical resources Buddhism has to offer academic courses on the topic, less attention has been paid to the ways in which Buddhist pedagogy might be applied to the overall structure of course design. This article addresses the challenges of presenting the richness and complexity of Buddhist traditions while also encouraging students to experientially engage such traditions in ways that promote transformative learning. It proposes using Buddhist pedagogical principles, together with a model of significant learning (Fink 2013), to design a course according to the Three Trainings in Wisdom, Ethics and Meditation. Framing the course as a series of experiments in Buddhist forms of thought, action, and practice highlights the critical perspective common to both Buddhist and academic approaches and helps maintain important distinctions between Buddhist traditions and popular secular practices. This article describes specific experiments with Buddhist ways of reading and analyzing classic and contemporary texts, films and images, together with experiments in Buddhist methods of contemplative and ethical practice, in an introductory course in order to help students see how forms of suffering that concern them might arise and be stopped or prevented from a Buddhist point of view.

2021 ◽  
Sukma Septian Nasution ◽  
Purwanti Taman ◽  
Laksmy Ady Kusumoriny

Buku ini disusun sebagai luaran mata kuliah Course Design and Evaluation. Dalam penyusunannya, materi dan metodemetode pembelajaran dalam buku ini mengacu pada pendekatan berbasis genre atau Genre Based Approach (GBA) yang merupakan sebuah metode dalam pembelajaran bahasa yang memiliki empat tahapan, yaitu: BKOF, MOT, JCOT, dan ICOT.

Tate Ning. Cao ◽  
Wayne Chang ◽  
Carlos Bazan ◽  
Kush Bubbar

The spread of COVID-19 has significantly disrupted the educational landscape since March 2020.Instructors at higher education institutions had to quickly transition to an online environment for remote delivery of their academic programs. Even though academic programs are relatively easy to adapt for remote delivery as compared to other industries, educators were still tasked with redesigning their courses to guarantee the quality of education delivered to their students.  This challenge is particularly true with engineering entrepreneurship educators since their course structures heavily focus on developing intangibles such as an entrepreneurial mindset and team collaboration through immersion into hands-on learning experiences. To create this experiential learning environment, engineering entrepreneurship educators have, in general, relied uponface-to-face interactions with students. Little has been published in the existing literature to report the challenges, strategies, and innovations that can help transition effectively and deliver such academic programs remotely. In this paper, the authors from four major Canadian higher education institutions report our experience from ‘trial-byfire’ mode to redesign and deliver various courses for remote learning. This paper is by no means presenting validated “best practices” but aims to trigger discussions surrounding tools available to educators considering such a transition. We hope that this paper will provide insights and strategies for our colleagues to employ in their future course design and delivery. We also hope to invite a conversation to learn more about our colleagues’ experiences and explore opportunities to identify and validate approaches for effectively teaching engineering entrepreneurship in a remote learning environment.

2021 ◽  
Vol 93 ◽  
pp. 107263
Cintia Smith ◽  
Karina Onofre-Martínez ◽  
Monica F. Contrino ◽  
Jorge Membrillo-Hernández

2021 ◽  
Pål Steiner ◽  
Ingunn Rødland ◽  
Henry Langseth ◽  
Christian Højbjerg Hansen

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

2021 ◽  
Vol 12 (2) ◽  
pp. 93-110
Mary Jo Dondlinger

Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.

Roza Vaez Ghaemi ◽  
Gabriel Potvin

The senior chemical engineering lab course at UBC follows an open-ended problem-based lab (PBL) framework, which has been shown in previous work to improve self-reported learning outcomes in students. Given the hands-on experiential components of lab-based courses in general, their shift to remote delivery, such as the one required by the COVID-19 pandemic, is challenging. Shifting a PBL course to a virtual setting while maintaining its more open-ended learning outcomes is likely even more difficult. This paper outlines the design of an online senior PBL course in chemical and biological engineering, in which TAs, present in the lab, act as Operators and implement student-designed experimental plans over several weeks, while maintaining active virtual contact with their teams. Feedback from students on this experience, the particulars of the course design, and the perceived value of this approach, based on data collected from survey responses, is presented and compared to similar data collected for the latest in-person offering of the same course.

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