3 Designing courses and modules by David Baume First Words

A guide to the first words on course and module design

Introduction

Structuring and sequencing a module or short course (3.1)

There is more to structuring and sequencing a course than dividing the syllabus into equal-sized chunks. This first word describes approaches to structuring and sequencing which increase the chances that students will attain the module or course learning outcomes. The approach suggested is to organise the course or module around student learning rather than around the content itself.

Writing aims and learning outcomes (3.2)

Most of these first words stress the importance of clear aims and learning outcomes. This one explains how to write or clarify learning outcomes which are appropriate for your module or course.

Relating learning outcomes to level (3.3)

Different kinds of learning outcome are more appropriate at different academic levels. Here is a way to ensure that outcomes match academic level.

Designing and sequencing learning activities, content and assessment methods (3.4)

Building on 2.1, this first word describes and illustrates some basic principles for designing or selecting and then sequencing activities and content within courses. The underlying idea, as ever, is to plan courses and activities in terms of student learning.

Second Words

These sources are (available in the OCSLD Resource Centre)

Bloom, B. (Ed).
Taxonomy of Educational Objectives,
Handbook 1: Cognitive Domain. Longmans, 1956.
The classic account of a hierarchy of learning outcomes, still widely respected and used.

Baume, C. and Baume, D.
Course Design for Active Learning
CVCP/USDTU, 1992.

Principles, ideas and examples

Newble, D. and Cannon, R,
A Handbook for Teachers in Universities and Colleges
Kogan Page; 1995
( especially Chapter 5. on curriculum planning). Further lively and practical advice.

Last modified: Friday, 06-Jan-12 17:39:24 GMT