scholarly journals Applying Backward Design Principles to Online Continuing Education Course Design and Development for Working Professionals

2018 ◽  
Author(s):  
Hiro Iino ◽  
Pinar Celik ◽  
Bryan Lutz
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Design Principles ◽  
Design And Development ◽  
Backward Design

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2019 ◽  
pp. 250-297
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2021 ◽  
pp. 554-598
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

Applying Andragogy to Backward Design to Support Adult Learners

2021 ◽  
pp. 210-227
Author(s):  
Melissa L. McCartney ◽  
Mary A. Tkatchov
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Course Design ◽  
Adult Learning Theory ◽  
Design Model ◽  
Backward Design ◽  
New Concepts ◽  
Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

Instructional Re-design for an Active Flipped Classroom

2016 ◽  
pp. 91-105
Author(s):  
Kim A. Hosler
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Flipped Classroom ◽  
Process Model ◽  
Course Design ◽  
Design Principles ◽  
Instructional Design Process ◽  
Flipped Classrooms ◽  
Design Process Model ◽  
Evidenced Based

The purpose of this chapter is to present and discuss the instructional design process model -- ADDIE, and nine flipped course design principles, which when used in parallel, offer a means to support the development and implementation of a hybrid or flipped classroom. Discussion of the pedagogical terms hybrid, blended, flipped classrooms, and active learning, are followed by an overview of the instructional design process model ADDIE, along with evidenced-based flipped classroom design principles. A partial example of how these two frameworks may be applied to the re-design of a fully online course into a flipped or hybrid course is demonstrated, and emergent design-consideration questions are offered.

Theoretical and practical considerations in the design of an intercultural communication course

2019 ◽  
Vol 42 (2) ◽  
pp. 171-191
Author(s):  
Teresa Yi-jung Hsieh
Keyword(s):  
Collaborative Learning ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Course Design ◽  
Communication Course ◽  
Teaching Activities ◽  
Backward Design ◽  
Constructive Alignment ◽  
Active And Collaborative Learning

Abstract The aim of this article is to highlight theoretical and practical considerations in design of an intercultural communication course. The first part of the article considers intercultural competence, and uses Bourdieu’s notions of education to frame the design of an intercultural communication course. This is followed by discussion of general principles of intercultural course design; the concepts of backward design and constructive alignment as they relate to an intercultural communication course; and finally, the importance of including active and collaborative learning/teaching activities within course design. The remainder of the article draws on a case study of an existing Australian undergraduate course in intercultural communication to highlight how this course may be redesigned in line with the pedagogical principles discussed in the first part of the article.

Advancing Health Education Pedagogy Through Life-Enhancing and Life-Saving Perspectives, and Backward Design

2016 ◽  
Vol 3 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Joanne M. Crossman
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Community Health ◽  
Injury Prevention ◽  
Course Design ◽  
Learning Activities ◽  
Red Cross ◽  
American Red Cross ◽  
Backward Design ◽  
Life Saving

Fulfilling a growing need to address the spectrum of problems, perceptions, and practices compromising students’ wellness, and as a tool for health promotion, new approaches to health education can enhance life quality, reduce health costs, and save lives. As one component to the broader area of health promotion, health education provides a valuable contribution to improved individual and community health. The health education course featured in this article approaches health from both life-enhancing and life-saving perspectives, integrating active learning as its primary methodology. Featured course framework, student learning outcomes, assignments, and learning activities may be adopted or refined by faculty and curriculum designers who provide students with community health education experiences including health promotion, disease/injury prevention, and sudden illness response. Course design was informed by Wiggins and McTighe’s Backward Design, national health education and American Red Cross standards, and Centers for Disease Control and Prevention recommendations. Course learning activities use health education as a strategy in health promotion and disease/injury prevention, and CPR (cardiopulmonary resuscitation)/AED (automated external defibrillator)/first aid skills to potentially sustain life, reduce pain, and minimize consequences of injury or sudden illness. Throughout the course, students review and interpret emerging research and services relevant to contemporary health concerns. Subsequently using this knowledge in ways to educate and encourage healthy practices, students design and convey health-promoting messages enhanced by various media. Students attain essential skills by using health education strategies. Additionally, American Red Cross certification may be earned through this course, further developing capacities and skills needed to build a healthier campus community.

scholarly journals Designing and Co-Facilitating Online Graduate Classes: Reflections and Recommendations

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Faye Wiesenberg
Keyword(s):  
Continuing Education ◽  
Education Program ◽  
Course Design ◽  
Course Evaluation ◽  
Graduate Level ◽  
Teaching Online ◽  
Online Class ◽  
Experience Teaching ◽  
Three Phases

This paper reflects on the experiences of two colleagues who co-taught a larger-than-traditional online graduate class in a Master of Continuing Education program in the fall of 2002. Their goal was to test a number of design and facilitation assumptions that had been successful in smaller online graduate-level classes. They began with a set of agreed-upon design and facilitation principles acquired from several years' experience teaching online graduate classes. Their experiences in the larger online class and their subsequent recommendations are presented here in three phases: pre-course design, mid-course design modifications. and post-course evaluation, with reflections on their original assumptions and design/facilitation strategies. The paper closes with their thoughts on this novel experience of co-teaching a larger online graduate class.

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