Difference between revisions of "IU:TestPage"

From IU
Jump to navigation Jump to search
Line 1: Line 1:
   
  +
= Course design in STEM in Higher Education =
−
= Enterprise programming on Javascript - Advanced =
  
−
* '''Course name''': Enterprise programming on Javascript - Advanced
 +
* '''Course name''': Course design in STEM in Higher Education
−
* '''Code discipline''': CSE122
 +
* '''Code discipline''': ???
−
* '''Subject area''': Software Engineering
 +
* '''Subject area''': Humanities
   
 
== Short Description ==
  
== Short Description ==
  +
This course is meant to guide you through the process of designing an elective course that you can potentially teach at Innopolis University. The transferable skills you should acquire within this course are (1) to be able to consciously make educated pedagogical decisions related to essential aspects of course design in higher education - the course design process as well as setting up course level objectives and aligning with them assessments, course content, and instructional practices; (2) to be able to document those decisions as a syllabus.
−
This is an advanced course in web development.
  
−
It offers advanced techniques and tools that can be applied within professional enterprise JavaScript development using React and express. During the course, students will learn more about processes in modern enterprise web development; We will take an overview on client-server communication patterns and authorization techniques, learn about advanced application optimization methods, microfrontends, testing. Also, we will take a brief interview on mobile and desktop development with JavaScript and build a full-fledged web application.
  
−
This course requires base knowledge in HTML, CSS, JS and React.
  
   
 
== Prerequisites ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
−
* CSE101
 +
* HSS104
−
* CSE102
  
−
* CSE122 or CSE120
  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
* Bloom et al.’s taxonomy
−
* Basic programming skills.
  
  +
* constructive alignment
−
* OOP, and software design.
  
−
* Familiarity with some development framework or technology (web or mobile)
  
−
* Javascript
  
−
* HTML
  
−
* CSS
  
   
 
== Course Topics ==
  
== Course Topics ==
Line 31: Line 23:
 
! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Setting course objectives. ||
−
| Introduction ||
 
  +
# Course design frameworks
−
# Intro to micro frontend modules architecture
  
  +
# Needs assessment
−
# Group projects
  
  +
# International, national, institutional, occupational curricula
−
# Enterprise tools to maintain project
  
  +
# Assessment
 
|-
  
|-
−
| Architecture ||
+
| Instruction. ||
  +
# Scholarship of teaching and learning
−
# Enterprise ready technology
  
  +
# Learning theories
−
# Monolith versus Micro modules
  
  +
# Teaching and learning approaches
−
# Architecture of micro modules based web application
  
  +
# Ethical considerations and inclusive teaching
  +
# Materials design
  +
# Teaching practice
 
|-
  
|-
−
| UI/UX/react ||
+
| Documentation. ||
  +
# Syllabus design
−
# React
  
  +
# Teaching philosophy statement
−
# UI/UX
  
−
# UI-kit
  
−
|-
  
−
| Nodejs ||
 
−
# NodeJS introduction
  
−
# Dev server
  
−
|-
  
−
| Testing App ||
 
−
# Unit testing
  
−
# Component testing
  
−
# e2e testing
  
−
|-
  
−
| Security in web ||
 
−
# Authorization/Authentication
  
−
# JWT token
  
−
# CORS
  
−
# Web attacks
  
−
|-
  
−
| Optimization ||
 
−
# Web optimization
  
−
# React optimization
  
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
−
What is the main goal of this course formulated in one sentence?
 +
What is the main goal of this course formulated in one sentence?
−
The main purpose of this course is to enable a student to go from an idea to an MVP with the focus on delivering value to the customer and building the product in close to enterprise environment.
 +
The main purpose of this course is to enable students to design a university elective course.
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
Line 75: Line 51:
 
==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* describe several course design frameworks and judge their applicability;
−
* Explain web app Architecture
  
  +
* explain the purpose of needs assessment and describe the steps of the process;
−
* Understand ui/ux design system
  
  +
* explain the difference between knowledge-based and competency-based course design approaches;
−
* Describe client/server communication
  
  +
* characterize national, international, and occupational (CS2020) curricula;
−
* Understand importance of testing
  
  +
* give examples of program level competencies – universal, general professional, professional;
  +
* explain the concepts of alignment, sequencing, progression, and recycling related to course design;
  +
* list and describe the learning theories you know;
  +
* list and describe teaching and learning approaches you know;
  +
* describe how ethical and inclusive teaching issues should be considered during the course design;
  +
* explain the concepts of alignment, progression, and recycling;
  +
* give examples of different forms of syllabi and explain their purposes;
  +
* explain the purpose of a teaching philosophy statement and give examples of the content relevant for this document.
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== Level 2: What basic practical skills should a student be able to perform? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* design course level competency statements in line with CS2020 curriculum;
−
* Build web app Architecture
  
  +
* describe the intended learning outcomes of the course;
−
* Develop Design system
  
  +
* align course level objectives with national, occupational, and institutional curricula;
−
* Developer server
  
  +
* align the course ILOs with assessment and instruction;
−
* Write Maintainable Tests
  
  +
* design course materials;
  +
* design formative and summative assessment tasks aligned with the competency statement
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* perform needs assessment and write up results;
−
* Implement modern micro frontend architecture
  
  +
* design and teach a 45’ class on their own where content, instruction, and assessment are mutually aligned and aligned with the competency statement;
−
* Understand enterprise programming
 
  +
* write up a course syllabus;
  +
* justify their pedagogical choices based on research-based evidence.
 
== Grading ==
  
== Grading ==
   
Line 99: Line 87:
 
! Grade !! Range !! Description of performance
  
! Grade !! Range !! Description of performance
 
|-
  
|-
−
| A. Excellent || 90-100 || -
 +
| A. Excellent || 95.0-100.0 || -
 
|-
  
|-
−
| B. Good || 75-89 || -
 +
| B. Good || 80.0-94.99 || -
 
|-
  
|-
−
| C. Satisfactory || 60-74 || -
 +
| C. Satisfactory || 70.0-79.99 || -
 
|-
  
|-
−
| D. Fail || 0-59 || -
 +
| D. Fail || 0.0-69.99 || -
 
|}
  
|}
   
Line 114: Line 102:
 
! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
−
| Cource project || 45
 +
| Needs assessment || 10
 
|-
  
|-
−
| Oral Exam || 45
 +
| Participation || 25
 
|-
  
|-
−
| Increment Demo || 10
 +
| Class analysis || 40
 
|-
  
|-
  +
| Thinking behind your course || 10
−
| || 0
  
  +
|-
  +
| Syllabus || 10
  +
|-
  +
| Course presentation || 5
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== Recommendations for students on how to succeed in the course ===
  +
Participation and self-study are important.<br>You will benefit from discussing the course readings.
−
Participation is important. Showing up is the key to success in this course.<br>You will work in teams, so coordinating teamwork will be an important factor for success. This is also reflected in the peer review being a graded item.<br>Review lecture materials before classes.<br>Visit technical meetings to ask questions about previous materials
  
   
 
== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from http://www.deefinkandassociates.com/ GuidetoCourseDesignAug05.pdf
−
* ReactJS documentation,
  
  +
* CC2020 Task Force. 2020. Computing Curricula 2020: Paradigms for Global Computing Education. Association for Computing Machinery, New York, NY, USA.
−
* ReduxJS Toolkit documentation,
  
  +
* Bates, A.W. (2015)  Vancouver BC: Tony Bates Associates Ltd. ISBN: 978-0-9952692-0-0.
−
* NodeJS documentation,
  
   
 
=== Closed access resources ===
  
=== Closed access resources ===
  +
* Teaching and Learning STEM: A Practical Guide, Richard M. Felder and Rebecca Brent. Jossey-Bass—A Wiley Brand: San Francisco, CA, 2016. ISBN: 978-1-118-92581-2
−  
  +
* Race, P. (2019). The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching (5th ed.). Routledge.
  +
* Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
  +
* Provide at least 3 open/freemium access tools
−
* Bitbucket
  
−
* Jira
 +
* None
−
* Miro
  
−
* Figma
 
 
= Teaching Methodology: Methods, techniques, & activities =
  
= Teaching Methodology: Methods, techniques, & activities =
   
 
== Activities and Teaching Methods ==
  
== Activities and Teaching Methods ==
 
{| class="wikitable"
  
{| class="wikitable"
−
|+ Teaching and Learning Methods within each section
 +
|+ Activities within each section
 
|-
  
|-
−
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
 +
! Learning Activities !! Section 1 !! Section 2 !! Section 3
−
|-
  
−
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| Modular learning (facilitated self-study) || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|-
  
−
| Just-in-time teaching || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|}
  
−
{| class="wikitable"
  
−
|+ Activities within each section
  
 
|-
  
|-
  +
| Interactive Lectures || 1 || 1 || 1
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
  
 
|-
  
|-
−
| Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Lab exercises || 1 || 1 || 1
 
|-
  
|-
−
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Individual Projects || 1 || 1 || 1
 
|-
  
|-
  +
| Flipped classroom || 1 || 1 || 1
−
| Development of individual parts of software product code || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
 
|-
  
|-
−
| Group projects || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Peer Review || 1 || 1 || 1
 
|-
  
|-
−
| Peer Review || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Discussions || 1 || 1 || 1
 
|-
  
|-
−
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Presentations by students || 1 || 1 || 1
 
|-
  
|-
−
| Presentations by students || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Written reports || 1 || 1 || 1
 
|-
  
|-
−
| Simulations and role-plays || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Oral Reports || 1 || 1 || 1
 
|-
  
|-
−
| Oral Reports || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Experiments || 0 || 0 || 1
 
|}
 
|}
 
== Formative Assessment and Course Activities ==
  
== Formative Assessment and Course Activities ==
Line 200: Line 171:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Needs assessment || Compare and contrast three course design frameworks: ADDIE, SAM, Integrated course design. <br>List the stages you will take to design your course.<br>Design a plan to perform needs assessment. || 0
−
| Group Project Work || Make teams<br>Define project idea<br><br> || 0
  
 
|-
  
|-
  +
| Thinking behind your course || Document the following sections of the portfolio (“Thinking behind your course”):<br>Situational factors<br>Program level objectives<br>Competency statement <br>Assessment || 0
−
| Demo of increment || Present project idea<br> || 1
  
 
|}
 
|}
 
==== Section 2 ====
  
==== Section 2 ====
Line 210: Line 181:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Learning theories and teaching and learning approaches || Compare and contrast the following learning theories: behaviorism, cognitivism, constructivism, connectivism.<br>Describe and critically evaluate the following teaching and learning approaches: project-based learning, problem-based learning, case-based learning, just-in-time teaching, process oriented guided inquiry learning (POGIL), studio-based learning, universal design for learning.<br> Which of the learning theories and teaching and learning approaches reflect your teaching philosophy? || 0
−
| Group Project Work || Startup project<br>Create repository<br>Deploy application<br><br> || 0
  
 
|-
  
|-
  +
| Ethical considerations and inclusive teaching. || Explain how instructional and materials design should consider the special needs of color-blind, dyslectic, dysgraphic, intellectually advanced, and culturally diverse students.<br> || 0
−
| Demo of increment || Present hello world application on production environment<br> || 1
  
−
|}
 
−
==== Section 3 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| Teaching practice. || Plan, design materials, and teach a 45’ pilot class for BS students.<br>Participate in your classmates’ class as a student or as an observer. <br>Document your reflection about your class.<br>Document and present your feedback for your classmates’ classes. || 1
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
  +
| Scholarship of teaching and learning || Read and summarize one of the provided articles, post your summary on the forum.<br>Discuss the articles with your classmates. Explain how what you have read can impact your pedagogical choices. || 1
−
| Group Project Work || Make html/css markup of project features<br><br> || 0
  
 
|-
  
|-
  +
| Thinking behind your course || Document the following sections of the portfolio (“Thinking behind your course”):<br>Learning theory your course draws upon. Give example of learning experiences your students will be exposed to that are aligned with the vision of that learning theory.<br>Teaching and learning approach your course draws upon. Give example of learning experiences your students will be exposed to that are aligned with those approaches.<br>Ethical and inclusive teaching issues you should consider while designing your course and materials. <br>How learning will happen in your course.<br>List the topics that will be covered and how they will be sequenced.<br>Explain the progression within the course – how the students will be challenged during the course.<br>Explain which concepts will be recycled within the course.<br>Explain how the course competency statement, ILOs, assessments, and instruction are mutually aligned in the course. <br>Anticipate the potential risks in the course and plan how you can overcome them. <br> || 0
−
| Demo of increment || Present styled application on production environment<br> || 1
  
−  
−  
 
|}
 
|}
−
==== Section 4 ====
 +
==== Section 3 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 232: Line 197:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Syllabus || Write up a draft of the syllabus of your course using the provided template. || 0
−
| Group Project Work || Develop server part of application<br>Connect web application with server part<br><br> || 0
  
 
|-
  
|-
  +
| Teaching philosophy statement || Write a draft of your teaching philosophy statement. || 1
−
| Demo of increment || Present communication between web and server applications on production environment<br> || 1
  
−
|}
 
−
==== Section 5 ====
  
−
{| class="wikitable"
  
−
|+
 
−
|-
  
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Group Project Work || Add tests to application with 80% coverage<br><br> || 0
  
−
|-
  
−
| Demo of increment || Show test coverage<br> || 1
  
−
|}
 
−
==== Section 6 ====
  
−
{| class="wikitable"
  
−
|+
 
−
|-
  
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Group Project Work || Finalize project<br><br> || 0
  
−
|-
  
−
| Demo of increment || Present application increment on production environment<br> || 1
  
−
|}
 
−
==== Section 7 ====
  
−
{| class="wikitable"
  
−
|+
 
−
|-
  
−
! Activity Type !! Content !! Is Graded?
  
−
|-
  
−
| Group Project Work || Finalize project<br><br> || 0
  
−
|-
  
−
| Demo of increment || Present application increment on production environment<br> || 1
  
 
|}
 
|}
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# Grading criteria for the Needs assessment report:
−
# Can be a final exam, project defense, or some other equivalent of the final exam.
  
  +
# The work shows the evidence of thorough planning and performing research. The plan was timely designed as per which data need to be collected, the ways to collect them and to analyze them. Several, where possible, representatives/groups of representatives of each of the types of stakeholders (industry, students, University) have been interviewed. Other data were collected if necessary. The collected data provide solid evidence to justify the choices of the course content and mode of delivery.
−
# For the final assessment, students present their project work they have accomplished during the course.
  
−
# Then each student accessed to oral exam and himself involvement to the course would evaluated
  
 
'''Section 2'''
  
'''Section 2'''
  +
# none
−  
 
'''Section 3'''
  
'''Section 3'''
  +
# Grading criteria for the course syllabus, course development portfolio, and presentation:
−  
  +
# The work is a result of incremental documentation of the vision of the course developer of the situational factors, course objectives, instruction, feedback and assessment, potential risks, and evaluation of the course. The work demonstrates that the course designer makes their pedagogical decisions consciously and responsibly and based on the research evidence where possible; proper explanations and examples are provided to justify those choices. The course designer demonstrates excellent knowledge of learning theories and instructional approaches and full understanding of the concepts of alignment/integration, progression, and recycling.
−
'''Section 4'''
  
−  
−
'''Section 5'''
  
−  
−
'''Section 6'''
  
−  
−
'''Section 7'''
  
−  
   
 
=== The retake exam ===
  
=== The retake exam ===
 
'''Section 1'''
  
'''Section 1'''
  +
# For the retake, students must submit course syllabus and present their course design portfolio.
−
# For the retake, students have to implement a product and follow the guidelines of the course. The complexity of the product can be reduced, if it is one person working on it. The grading criteria for each section are the same as for the final project presentation. There has to be a meeting before the retake itself to plan and agree on the product ideas, and to answer questions.
  
 
'''Section 2'''
  
'''Section 2'''
   
 
'''Section 3'''
  
'''Section 3'''
−  
−
'''Section 4'''
  
−  
−
'''Section 5'''
  
−  
−
'''Section 6'''
  
−  
−
'''Section 7'''
  

Revision as of 13:49, 9 February 2023

Course design in STEM in Higher Education

  • Course name: Course design in STEM in Higher Education
  • Code discipline: ???
  • Subject area: Humanities

Short Description

This course is meant to guide you through the process of designing an elective course that you can potentially teach at Innopolis University. The transferable skills you should acquire within this course are (1) to be able to consciously make educated pedagogical decisions related to essential aspects of course design in higher education - the course design process as well as setting up course level objectives and aligning with them assessments, course content, and instructional practices; (2) to be able to document those decisions as a syllabus.

Prerequisites

Prerequisite subjects

  • HSS104

Prerequisite topics

  • Bloom et al.’s taxonomy
  • constructive alignment

Course Topics

Course Sections and Topics
Section Topics within the section
Setting course objectives.
  1. Course design frameworks
  2. Needs assessment
  3. International, national, institutional, occupational curricula
  4. Assessment
Instruction.
  1. Scholarship of teaching and learning
  2. Learning theories
  3. Teaching and learning approaches
  4. Ethical considerations and inclusive teaching
  5. Materials design
  6. Teaching practice
Documentation.
  1. Syllabus design
  2. Teaching philosophy statement

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

What is the main goal of this course formulated in one sentence? The main purpose of this course is to enable students to design a university elective course.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • describe several course design frameworks and judge their applicability;
  • explain the purpose of needs assessment and describe the steps of the process;
  • explain the difference between knowledge-based and competency-based course design approaches;
  • characterize national, international, and occupational (CS2020) curricula;
  • give examples of program level competencies – universal, general professional, professional;
  • explain the concepts of alignment, sequencing, progression, and recycling related to course design;
  • list and describe the learning theories you know;
  • list and describe teaching and learning approaches you know;
  • describe how ethical and inclusive teaching issues should be considered during the course design;
  • explain the concepts of alignment, progression, and recycling;
  • give examples of different forms of syllabi and explain their purposes;
  • explain the purpose of a teaching philosophy statement and give examples of the content relevant for this document.

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • design course level competency statements in line with CS2020 curriculum;
  • describe the intended learning outcomes of the course;
  • align course level objectives with national, occupational, and institutional curricula;
  • align the course ILOs with assessment and instruction;
  • design course materials;
  • design formative and summative assessment tasks aligned with the competency statement

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • perform needs assessment and write up results;
  • design and teach a 45’ class on their own where content, instruction, and assessment are mutually aligned and aligned with the competency statement;
  • write up a course syllabus;
  • justify their pedagogical choices based on research-based evidence.

Grading

Course grading range

Grade Range Description of performance
A. Excellent 95.0-100.0 -
B. Good 80.0-94.99 -
C. Satisfactory 70.0-79.99 -
D. Fail 0.0-69.99 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Needs assessment 10
Participation 25
Class analysis 40
Thinking behind your course 10
Syllabus 10
Course presentation 5

Recommendations for students on how to succeed in the course

Participation and self-study are important.
You will benefit from discussing the course readings.

Resources, literature and reference materials

Open access resources

  • Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Retrieved from http://www.deefinkandassociates.com/ GuidetoCourseDesignAug05.pdf
  • CC2020 Task Force. 2020. Computing Curricula 2020: Paradigms for Global Computing Education. Association for Computing Machinery, New York, NY, USA.
  • Bates, A.W. (2015)  Vancouver BC: Tony Bates Associates Ltd. ISBN: 978-0-9952692-0-0.

Closed access resources

  • Teaching and Learning STEM: A Practical Guide, Richard M. Felder and Rebecca Brent. Jossey-Bass—A Wiley Brand: San Francisco, CA, 2016. ISBN: 978-1-118-92581-2
  • Race, P. (2019). The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching (5th ed.). Routledge.
  • Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.

Software and tools used within the course

  • Provide at least 3 open/freemium access tools
  • None

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Activities within each section
Learning Activities Section 1 Section 2 Section 3
Interactive Lectures 1 1 1
Lab exercises 1 1 1
Individual Projects 1 1 1
Flipped classroom 1 1 1
Peer Review 1 1 1
Discussions 1 1 1
Presentations by students 1 1 1
Written reports 1 1 1
Oral Reports 1 1 1
Experiments 0 0 1

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
Needs assessment Compare and contrast three course design frameworks: ADDIE, SAM, Integrated course design.
List the stages you will take to design your course.
Design a plan to perform needs assessment.		 0
Thinking behind your course Document the following sections of the portfolio (“Thinking behind your course”):
Situational factors
Program level objectives
Competency statement
Assessment		 0

Section 2

Activity Type Content Is Graded?
Learning theories and teaching and learning approaches Compare and contrast the following learning theories: behaviorism, cognitivism, constructivism, connectivism.
Describe and critically evaluate the following teaching and learning approaches: project-based learning, problem-based learning, case-based learning, just-in-time teaching, process oriented guided inquiry learning (POGIL), studio-based learning, universal design for learning.
Which of the learning theories and teaching and learning approaches reflect your teaching philosophy?		 0
Ethical considerations and inclusive teaching. Explain how instructional and materials design should consider the special needs of color-blind, dyslectic, dysgraphic, intellectually advanced, and culturally diverse students.
 0
Teaching practice. Plan, design materials, and teach a 45’ pilot class for BS students.
Participate in your classmates’ class as a student or as an observer.
Document your reflection about your class.
Document and present your feedback for your classmates’ classes.		 1
Scholarship of teaching and learning Read and summarize one of the provided articles, post your summary on the forum.
Discuss the articles with your classmates. Explain how what you have read can impact your pedagogical choices.		 1
Thinking behind your course Document the following sections of the portfolio (“Thinking behind your course”):
Learning theory your course draws upon. Give example of learning experiences your students will be exposed to that are aligned with the vision of that learning theory.
Teaching and learning approach your course draws upon. Give example of learning experiences your students will be exposed to that are aligned with those approaches.
Ethical and inclusive teaching issues you should consider while designing your course and materials.
How learning will happen in your course.
List the topics that will be covered and how they will be sequenced.
Explain the progression within the course – how the students will be challenged during the course.
Explain which concepts will be recycled within the course.
Explain how the course competency statement, ILOs, assessments, and instruction are mutually aligned in the course.
Anticipate the potential risks in the course and plan how you can overcome them.
0

Section 3

Activity Type Content Is Graded?
Syllabus Write up a draft of the syllabus of your course using the provided template. 0
Teaching philosophy statement Write a draft of your teaching philosophy statement. 1

Final assessment

Section 1

  1. Grading criteria for the Needs assessment report:
  2. The work shows the evidence of thorough planning and performing research. The plan was timely designed as per which data need to be collected, the ways to collect them and to analyze them. Several, where possible, representatives/groups of representatives of each of the types of stakeholders (industry, students, University) have been interviewed. Other data were collected if necessary. The collected data provide solid evidence to justify the choices of the course content and mode of delivery.

Section 2

  1. none

Section 3

  1. Grading criteria for the course syllabus, course development portfolio, and presentation:
  2. The work is a result of incremental documentation of the vision of the course developer of the situational factors, course objectives, instruction, feedback and assessment, potential risks, and evaluation of the course. The work demonstrates that the course designer makes their pedagogical decisions consciously and responsibly and based on the research evidence where possible; proper explanations and examples are provided to justify those choices. The course designer demonstrates excellent knowledge of learning theories and instructional approaches and full understanding of the concepts of alignment/integration, progression, and recycling.

The retake exam

Section 1

  1. For the retake, students must submit course syllabus and present their course design portfolio.

Section 2

Section 3

Retrieved from "https://eduwiki.innopolis.university/index.php?title=IU:TestPage&oldid=8084"