The Internet belongs to everyone. Let’s keep it that way.

Protect Net Neutrality
Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Course Design Essentials: The Forms

Academy of Art University Faculty Development tutorial on how to translate ideas for a course into correctly filled out Curriculum forms.
by

Natasha Haugnes

on 22 July 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Course Design Essentials: The Forms

Course Design
THE FORMS
Making a course "AAU official"
E S S E N T I A L S
Syllabus
Onsite Outline

understand design
(TOO BROAD, NOT MEASURABLE)
analyze posters according to the principles of design
X
40
30
20
5
40
30
20
5
5
Generating Creative Ideas
Where do novel ideas come from?
Key researchers: R. K. Sawyer, Csikszentmihalyi
Divergent thinking techniques: what if, free association
Importance of playfulness
Discussion: How do you come up with your best ideas?
Critique homework
Practice activity for divergent thinking techniques

Read and prepare to discuss Chapter 5 "THINK" in Zig Zag
Midterm Project Ideation: Create a mood board for your mideterm project, experimenting with techniques from this module
Reflection paper: Write a 250-500 word reflection paper on this week's topic (see reflection paper directions from week 1)
(OBSERVABLE & MEASURABLE)
5 Quizzes
BACKWARD
course design
1. goals
What will students remember
in 5 years
?
2. evidence

3. learning
experiences
identify desired
determine
acceptable
& instruction
plan
THE BIG PICTURE
Course design from scratch
FIELD & LEARNING
your beliefs
messy questions
new stuff
MY FIELD
core
concepts & skills
ME
advanced
concepts
MY STUDENTS
LEARNING
background knowledge
& experience
motivation
questions
?
How is
organized?
PEOPLE
OUTSIDE
THE FIELD
How does
work?
Course Learning Outcomes
on your syllabus
Major projects, assignments
on your outline
Activities, lecture-demos, topics, homework, OL module content, discussion questions
on your outline
technical
creative thinking
critical thinking
For more tools & information, visit the
Faculty Development website
:
http://faculty.academyart.edu/

References:
Bain, Ken., What the best college teachers do. Harvard University Press, 2011.
Wiggins, Grant P., and Jay McTighe. Understanding by design. Ascd, 2005.



LEARNING
TO LEARN
habits of mind
BIG QUESTIONS
we pursue in this field
SKILLS
How will students be different at the end of the course?
YOUR DEPARTMENT

Getting the context for a course design
Who are the students?
How does the course fit in the program?
For more tools & information, visit the Faculty Development website
http://faculty.academyart.edu/resource/CourseDevelopment.html
What is the process?
other instructors?
dept. procedures?
who helps?
who approves?
For more tools & information, visit the Faculty Development website
http://faculty.academyart.edu/
FROM PLAN TO PRACTICE
Setting a course up for success
Materials
Meetings
slideshows
grading templates
major projects rubrics sample student work
quizzes
smaller
assignments
course orientation
idea swap
grading gathering
curriculum development
norming
For more tools & information, visit the Faculty Development website
http://faculty.academyart.edu/
July 2015 by Natasha Haugnes
Full transcript