scholarly journals Putting Course Design Principles to Practice: Creation of an Elective on Vaccines and Immunoengineering

2020 ◽  
Author(s):  
Joshua Enszer ◽  
Catherine Fromen
Keyword(s):  
Course Design ◽  
Design Principles

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.

Administrative Factors in Design and Delivery of Open and Distance Learning Course Materials

2018 ◽  
pp. 117-145
Author(s):  
Hakan Altinpulluk ◽  
Hakan Kilinc
Keyword(s):  
Distance Education ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Design Principles ◽  
Education Systems ◽  
Course Materials ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
The Disabled

Principles of the Universal Design for Instruction (UDI) can be applied to open and distance education systems as an approach derived from universal design principles. UDI can be used not only for the disabled learners in open and distance education institutions but also for the creation of accessible learning environments for all learners. Within the scope of this study, the history and features of universal design principles in the field of architecture are explained first; then, Universal Design for Learning (UDL), Universal Instructional Design (UID) and UDI concepts, which are educational adaptations of universal design principles, are examined in detail. In the last section, management processes of open and distance education systems, examples of universal design in open and distance education and managerial processes in course design and delivery, are examined. In this way; modern approaches such as UDI principles are studied in terms of their applicability within the framework of design and delivery management in open and distance education environments.

Instructional Re-design for an Active Flipped Classroom

2016 ◽  
pp. 459-473
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.

scholarly journals From Synchronous Face-to-Face Group Work to Asynchronous Individual Work: Pivoting an Enterprise Modelling Course for Teaching during a COVID-19 Lockdown

2020 ◽  
Author(s):  
Andreas Drechsler
Keyword(s):  
Group Work ◽  
Course Design ◽  
Design Principles ◽  
Design Features ◽  
Specific Design ◽  
General Design ◽  
Course Content ◽  
Face To Face ◽  
Enterprise Modelling ◽  
Asynchronous Interactions

This paper outlines the challenges faced in a particular instance of an enterprise modelling (EM) course that lost the ability to have face-to-face interactions and describes a solution that proved to be at least equally effective and appreciated when moved online. The revised course design is primarily driven by exercise and assignment work, provides course content in a ‘piecemeal’ fashion, and relies almost exclusively on asynchronous interactions. This paper distils the solution into specific design features of the revised course as well as more general design principles that can be applied to other EM courses (and potentially beyond).

scholarly journals Embedding Evidence-based Course Design Principles in Curriculum Design in a UK and Egyptian University

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Angela Green ◽  
Susan Smith ◽  
Ian Richards ◽  
Ibrahim Hussein
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Course Design ◽  
Design Principles ◽  
Sport Marketing ◽  
Higher Education System ◽  
British Council ◽  
London 2012 ◽  
Global North

Curriculum design has received considerable critical attention in the Global North and much research has been published around the key principles of good curriculum design (Meyer & Land, 2003; Gibbs, 2010; Baume, 2009). However, much of the research has focused on the application of those principles to British higher education. To date, there has been little discussion around the appropriateness and relevance of applying the principles to countries in the Middle East and North Africa and in particular, the Egyptian higher education system. This paper reviews research about curriculum design and how this informed the development of the course design principles at Leeds Beckett University (LBU). It explores, as a case study, how these principles have been embedded within the Sport Marketing undergraduate (UG) degree course at LBU and then specifically focuses on the challenges of using five principles as a framework for curricular change at Assiut University in Egypt to enhance their specialist provision. LBU was invited to assist the Faculty of Physical Education at Assiut University to develop the first Sport Marketing degree programme as part of the International Inspirations sport legacy programme from London 2012, delivered by the British Council (British Council, 2014). The case study of this project reflects on the challenges of developing a curriculum within the confines of existing institutional regulations and national frameworks as well as the challenges of a cross-cultural shared understanding and cooperation. It will be of relevance to academics who are designing new programmes or who are considering how existing programmes can be adapted to meet the needs of other international institutions.

scholarly journals Designing Hybrid Learning Spaces in Higher Education

2019 ◽  
Vol 14 (27) ◽  
pp. 66-82
Author(s):  
Charlotta Hilli ◽  
Rikke Toft Nørgård ◽  
Janus Holst Aaen
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Digital Communication ◽  
Hybrid Learning ◽  
Design Principles ◽  
Media Ecology ◽  
Learning Spaces ◽  
Hybrid Course ◽  
Teacher Student ◽  
The World

As Hybrid Learning Spaces move beyond distinctions between online and offline spaces, they challenge divisions between teacher/student roles, formal/informal contexts and analogue/digital communication and media. This article presents the concept of hybridity in higher education through a concrete example of a trans-national hybrid course collaboration between three teachers and thirty students at Aarhus University, Denmark and Åbo Akademi University, Finland. The course design is examined through theories on hybrid pedagogy, learning spaces and media ecology to suggest five design principles for Hybrid Learning Spaces. The paper argues that higher education has the potential of inviting students to learn in the world, with the world and for the world, in a way that cuts across traditional dichotomies and barriers.

scholarly journals From Synchronous Face-to-Face Group Work to Asynchronous Individual Work: Pivoting an Enterprise Modelling Course for Teaching during a COVID-19 Lockdown

2020 ◽  
Author(s):  
Andreas Drechsler
Keyword(s):  
Group Work ◽  
Course Design ◽  
Design Principles ◽  
Design Features ◽  
Specific Design ◽  
General Design ◽  
Course Content ◽  
Face To Face ◽  
Enterprise Modelling ◽  
Asynchronous Interactions

This paper outlines the challenges faced in a particular instance of an enterprise modelling (EM) course that lost the ability to have face-to-face interactions and describes a solution that proved to be at least equally effective and appreciated when moved online. The revised course design is primarily driven by exercise and assignment work, provides course content in a ‘piecemeal’ fashion, and relies almost exclusively on asynchronous interactions. This paper distils the solution into specific design features of the revised course as well as more general design principles that can be applied to other EM courses (and potentially beyond).

scholarly journals Course Design Principles for Enhancing Student Learning

2016 ◽  
Vol 29 (4) ◽  
pp. 207-208
Author(s):  
Leilani Arthurs ◽  
Keyword(s):  
Student Learning ◽  
Course Design ◽  
Design Principles
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