Our team of instructional designers are available to collaborate with you on many aspects of designing your course(s). We are committed to learning from recent trends in learning science while leveraging the latest instructional technologies to support student learning and engagement. Some aspects of the course design process can take time to develop so it is best to start the process a semester before the course is going to be offered. 设计得越好的课程是提前的, the more time you will be able to devote to facilitating the course.
Course design frameworks establish consistency in design while providing a model to follow throughout development and while teaching, enabling the integration of pedagogical best practices throughout each element of your course. 简而言之, course design frameworks make your course the best it can be, 提升学生体验, 精简教师的教学经验.
逆向设计:有目标的设计
A student’s learning journey in your course concludes with their achievement of goals defined by you at the start of the semester. What concepts should be mastered, how do we facilitate that mastery? The path to achieving those goals typically entails students’ active engagement with course materials, 活动, 讨论, 评估等等.
The backwards course design model helps you facilitate your students’ learning journey by planning every aspect of your course around your course goals. 你计划的讲座, 你设计的活动和评估, the way you organize your content should be inspired by (and align with) these learning goals to help students achieve them.
Wiggins and McTighe’s Understanding by Design (UbD) framework 遵循“向后”设计方法. They recommend you start by defining your course goals and learning outcomes (LOs). 然后你决定学习评估. What evidence is needed to confirm students met LOs? 最后，你设计学习活动. 学生如何发展LOs? Consider ways to structure, chunk, present content. 不管你的教学方式是什么, 所有活动, content and assessments should connect back to what you want your students to know or do as a result of your course.
The diagram below illustrates an example of the alignment between course goals, 学习目标 and learning outcomes for a course. Take a look at more details about this course and the assignments: 网络空间社会学
十大博彩推荐排名大学OCIA课程设计模型
Once the course goals have been defined and mapped to assignments and 活动, OCIA课程设计模型可以提供帮助. The 教学技术和设计服务 team has developed a course design model in collaboration with faculty members for use at 十大博彩推荐排名州立大学 called OCIA (取向-内容-交互-评估) guided by the nationally recognized 质量事项, 在线教学指南 来自加州州立大学奇科分校.
我们的模型支持社交, interaction-embedded approach to course design and development and uses learning modules to structure the course. 每个学习模块, 基于OCIA, contains all the essential elements for learning 活动 that students can complete within a period of time (generally one week). This structure guides learners through a predictable sequence but is flexible in that it can be customized to fit a range of methods for facilitating and assessing learning.
我们的OCIA模型包括四个主要组成部分:
OCIA模型组件的详细描述
取向
The orientation page sets the learning context for each learning module and includes an introduction, 学习目标, 需求, 和观点.
- 介绍
- Include a brief introduction of what you will cover in the module. This is generally a few sentences of text or a brief audio/video recording.
- 学习目标
- 目标是用来告诉学生的, 最开始的时候, what they will be able to do at the end of the module. It is recommended that each module includes from three to five concise 学习目标.
- 需求
- This is a summary of specific tasks and assignments students are expected to engage in or complete. It should include specific deadlines (for example, due by Thursday, February 14 at 11:59pm EST).
- 的角度来看
- 的角度来看 is a place to connect the week’s material to students’ prior knowledge, 最近的事件, or other alternative points of view in order to spark interest in the module.
内容
每个学习模块’s content page includes the materials students need to engage with concepts introduced.
- This includes any course materials that students are expected to read or watch that week. 它可能包括您创建的视频讲座, 外产媒体, 教科书, 期刊文章, 网站, 等.
- Additionally, you can divvy up the learning materials into two categories: Required and Optional.
交互
Each module should Include multiple opportunities for interaction and reflection.
- You may create asynchronous or synchronous 活动 each week to help students interact with each other. 这可能包括讨论, 合作, 组工作, 同行评审, 网络会议, 虚拟办公时间, 小组活动.
评估
A variety of assessment types enhance each module and allow students to demonstrate that they have achieved the objectives you challenged them to master.
- 作业通常是对你的评估. The evaluation at the end of each module may be formative, 从而对学生的非正式作业进行反馈, 或总结性, 从而得到一个分数. Rubrics are also a good way to share your expectations for participation, 项目, 还有其他作业.
- 更多详情可浏览我们的网页 学习评估页面.
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