Do you have a system or standard process for prepping a course you’ve taught before? Where do you start? Early in my career, “one chapter per week” described my course outline.
I’ve sat on the Curriculum Committee at two different higher education institutions. I’ve also participated in college assessment committees and accreditation committees at both the
Advances in neuroscience and digital imaging give us an unprecedented understanding of how individuals access, process, and respond to information. Previously we may have had an intuitive understanding that our students learned differently. Now functional MRI scans demonstrate this in living color. However, simply recognizing learner diversity is one thing; navigating this challenge in the classroom is quite another. How can we possibly hope to present content, structure learning experiences, and devise assessments that will be appropriate and effective for students with different learning strengths and challenges? Fortunately, researchers have developed a framework based in neuroscience that can help.
Designing an online course shares many of the same elements and processes that go into designing a traditional face-to-face course, however the online environment brings a unique set of challenges that require special attention and a different approach.
This 17-page report features proven course design alternatives implemented in courses of varying sizes and disciplines. It’s sure inspire you to rethink how you could change certain components of your courses to build a better learning environment.