Planning
Search the Guide:
1. Navigating the Course Design Process
How Do I Approach Course Design?
- Exploring Your Course and its Content
- The Role of Constructive Alignment
- Course (Re)Design as a Continuous Process
How Do I Build Constructive Alignment?
2. Defining Meaningful Course Learning Outcomes
Why Do I Need Learning Outcomes?
- Clarity and Direction
- Understanding their Purpose
- Building Skills and Knowledge
- From Program to Course
How Do I Develop Learning Outcomes?
- Look to the Program
- Consider the Stage of Student Learning
- The Importance of Measurement
- Using Bloom’s Taxonomy
How Do I Assess Learning Outcomes?
3. Aligning Assessment to Learning Outcomes
Why Do I Need to Build Alignment between Assessment and Learning Outcomes?
- Understanding Purpose
- Understanding Student Learning Progression
- Being Able to Validate Attainment
- Building Effective Assessment of Learning Processes
How Do I Build Alignment between Assessment and Learning Outcomes?
- Considering Stage of Learning
- Outline Your Goals
- Determine How Attainment Can be Demonstrated
- Define what Performance Looks Like
- The Role of Rubrics
- Scaffolding Assessments for Depth
4. Key Considerations in Defining Balance Between Synchronous and Asynchronous Delivery
What Do I Need to Consider when Deciding How to Apply Synchronous and/or Asynchronous Instruction?
- The Flexibility of Asynchronous Approaches
- The Inclusiveness of Asynchronous Approaches
- The Connectedness of Synchronous Approaches
- The Balance in ‘Balance’
How Should I Use Synchronous Sessions?
- The Purpose of Synchronous Sessions
- Ensuring Clarity, Understanding and Access
- Considering Synchronous Sessions
- Tools for Synchronous Sessions
How Should I Use Asynchronous Material?
- Purpose of Asynchronous Material
- Things to Keep in Mind
- The Importance of Connection
- Understanding and Applying
- Make Sure Students are Supported
- Tools for Asynchronous Materials
Plan, Build, Teach: A Guide for Effective Teaching, Learning and Assessment by Teaching, Learning and Development at Wilfrid Laurier University is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.