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OCDI 4: Creating a Learning Framework and Developing Learning Activities and Techniques

149.00

Research-based learning models and current thinking about learning processes are described and summarized as they relate to teaching and learning in various formats. It provides the foundation for the following chapter as it reinforces the course design model. Chapter 5 is the “practice” to Chapter 4’s “theory.” This chapter provides the descriptions of learning activities, as well as templates and sample learning activities and techniques appropriate to bridge the course outcomes to the assessments and to promote active learning and stronger student engagement

 

Content

Reading: Designing Effective Teaching and Significant Learning Chapters 4 and 5.

A link to a complimentary copy of the eBook should arrive from Stylus Publishing in your email within 2-3 days of your registration.

 

Description

Research-based learning models and current thinking about learning processes are described and summarized as they relate to teaching and learning in various formats. It provides the foundation for the following chapter as it reinforces the course design model. Chapter 5 is the “practice” to Chapter 4’s “theory.” This chapter provides the descriptions of learning activities, as well as templates and sample learning activities and techniques appropriate to bridge the course outcomes to the assessments and to promote active learning and stronger student engagement

 

Content

Reading: Designing Effective Teaching and Significant Learning Chapters 4 and 5.

A link to a complimentary copy of the eBook should arrive from Stylus Publishing in your email within 2-3 days of your registration.

 

Outcomes

We hope that by the end of the course you will be able to

 

  • link the learning process and the characteristics of simple to complex learning to research-based learning activities;
  • model research-based study strategies to help students learn how to learn material at higher levels and develop skills they will need in the future;
  • select content, materials, and activities to reflect the strengths and prior experiences and motivate a diversity of students; and
  • plan scaffolded, low-stakes authentic tasks and assignments with frequent supportive feedback to build skills and confidence to meet high expectations.
  • select activities to best fit your class needs and connect each activity you choose to a student learning outcome (or sub-outcome),
  • create a plan for minimizing lecture or presentation time and increasing active learning, and
  • devise a method for awarding points or some other grade to some in-class activities.

 

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OCDI 4: Creating a Learning Framework and Developing Learning Activities and Techniques

Additional information

Book
 
Designing Effective Teaching and Significant Learning
 
The authors have designed innovative practices and tools to help faculty and administration improve learning experiences for students and share examples of how faculty used Fink’s Taxonomy of Significant Learning to create high-quality courses.

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