Resources
Papers, projects, and presentations are excellent opportunities for students to demonstrate their learning and investment in a course.
This guide will help you design your course in the Children and Family Ministry and the Youth and Student Ministry M.Div. concentrations at Baptist Theological Seminary at Richmond. Using two proven educational frameworks for course design you will be able to create a powerful course that will facilitate a meaningful learning experience for your students, and a rewarding teaching adventure for you. Using the frameworks of Understanding by Design (Wiggins and McTighe) and the learning principles of that classic educational theory of Constructivism you will be able to design a course that: Is student-centered Applies theory to practice Is experiental Leads toward self-understanding Is congregationally focused (From the Publisher)
Click Here for Book Review Abstract: This book offers a much-needed resource for faculty and professional staff to build quality online courses by focusing on quality standards in instructional design and transparency in learning outcomes in the design of online courses. It includes effective instructional strategies to motivate online learners, help them become more self-directed, and develop academic skills to persist and successfully complete a program of study online. It also includes a more in-depth understanding of instructional design principles to support faculty as they move their face-to-face courses to the online environment.
The article looks at illusions of rigor we often accept in teaching our courses and what in fact are more realistic approaches that can provide the same high quality outcomes.
The article looks at illusions of rigor we often accept in teaching our courses and what in fact are more realistic approaches that can provide the same high quality outcomes.
There has been a lot of buzz in higher education lately about the flipped classroom model for teaching and learning. It's not as easy as it appears, and it's not as new as others would have us believe.
By “Decoding” what an expert does so that he or she does not get stuck at the bottleneck, we can spell out crucial operations, the “critical thinking” of a discipline.
In the backward design process you structure student learning based upon assessments that are intentionally designed to provide evidence that students have achieved the course goals.
Most anyone who has taught a college course more than once realizes that students' learning does not proceed in a uniformly smooth fashion. All instructors encounter bottlenecks, places where the learning of a significant number of students is blocked. We used to think these bottlenecks were simply conceptually difficult places.
From Indiana University: Learning outcomes are user-friendly statements that tell students what they will be able to do at the end of a period of time. They are measurable and quite often observable. Includes: Writing Effective Learning Outcomes; Sample Learning Outcomes; Using Learning Outcomes within Your Class; References