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What is Course Design

Chapter 29
Handbook of Research on E-Learning Methodologies for Language Acquisition
Setting learning objectives, choosing media applications, planning evaluation, and preparing instructional strategies in advance of student recruitment.
Published in Chapter:
WebCT Design and Users' Perceptions in English for Agriculture
Ma Camino Bueno Alastuey (Public University of Navarre, Spain)
Copyright: © 2009 |Pages: 17
DOI: 10.4018/978-1-59904-994-6.ch029
Abstract
The adaptation to the European Space of Higher Education and to the new demands of the labor market has produced a shift in university education, which has changed from being teacher-centered to being learner-centered. Following this trend, at the Public University of Navarre, a blended course of English for Agriculture was created using the virtual platform WebCT. In this chapter, we forward a description of content organization and resources used, analyze students’ attainments and perceptions, and finally conclude with a reflection on the effect various organizations have produced in students, together with future trends in the use of WebCT in our context.
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Chapter 65
Environmental Sciences and Distance Education
Setting learning objectives, media applications, planning evaluation.
Published in Chapter: Environmental Sciences and Distance Education; From: Encyclopedia of Networked and Virtual Organizations
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Chapter 1
The Same but Different: Reframing Contemporary Online Education in Higher Education Towards Quality and Integrity
In the context of higher education online courses and within the constraints of this chapter, the term “course design” is interpreted as being the way in which a course is planned and created, in terms of intended learning outcomes, topic, content, structure and sequence. The manner in which the learning activities and assessment tasks are structured is also an element of course design, as is the approach taken to engage students in the use of selected resources.
Published in Chapter: The Same but Different: Reframing Contemporary Online Education in Higher Education Towards Quality and Integrity; From: Ensuring Quality and Integrity in Online Learning Programs
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Chapter 11
Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design
In the context of higher education online courses and within the constraints of this chapter, the term “course design” is interpreted as being the way in which a course is planned and created, in terms of intended learning outcomes, topic, content, structure and sequence. The manner in which the learning activities and assessment tasks are structured is also an element of course design, as is the approach taken to engage students in the use of selected resources.
Published in Chapter: Reversing the Tyranny of Distance Education: Using Research About Threshold Concepts in Online Teaching to Humanize Online Course Design; From: Handbook of Research on Humanizing the Distance Learning Experience
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Chapter 10
Learning and Leading Within a Multigenerational University Course Experience: Differences, Similarities, Conflicts, and Strengths
The way that a subject matter expert, many times this is the course instructor, lays out the course information and subsequent learning progression of information. This occurs throughout a specified time allocation, with clarification associated with the course goals, learning objectives, course units of instruction, assessments, as well as the course information that may include textual, audio, video, interactive simulations, team group assignment efforts, and other resources to support the course experience.
Published in Chapter: Learning and Leading Within a Multigenerational University Course Experience: Differences, Similarities, Conflicts, and Strengths; From: Perspectives on Empowering Intergenerational Relations in Educational Organizations
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Chapter 21
Training Instructors to Teach Multimodal Composition in Online Courses
The structure of a course, including assignments, discussion boards, and other instructional tools.
Published in Chapter: Training Instructors to Teach Multimodal Composition in Online Courses; From: Handbook of Research on Writing and Composing in the Age of MOOCs
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Chapter 10
“Pretty Good Practices” for the Design of Teacher Portfolio Courses
The process of making decisions about what and how to teach and assess students in a particular course. Ideally, these decisions are focused on aligning teaching and assessment with course objectives and pedagogical theory.
Published in Chapter: “Pretty Good Practices” for the Design of Teacher Portfolio Courses; From: Handbook of Research on Teacher Education in the Digital Age
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Chapter 252
The Quality Matters Program
The forethought and planning that an instructor or course development team puts into a course, i.e., the elements of a course that are built online and the planning for how a course should unfold over time.
Published in Chapter: The Quality Matters Program; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 3
#teachingbydesign: Complicating Accessibility in the Tech-Mediated Classroom
This includes the overall technical structure of the course including syllabus, course expectations, grading, scheme, resources, and assignments that instructors use to develop the basic outline of a class.
Published in Chapter: #teachingbydesign: Complicating Accessibility in the Tech-Mediated Classroom; From: Emerging Technologies in Virtual Learning Environments
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Chapter 12
Promises and Pitfalls of Open and Distance Learning: Course Design During the Corona Lockdown
It is the systematic planning of pre-, during and post-course processes depending on learner characteristics, course objectives, content, and program expectations.
Published in Chapter: Promises and Pitfalls of Open and Distance Learning: Course Design During the Corona Lockdown; From: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
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