Presentation on theme: "INSTRUCTORS, FACULTY AND COMMITTEES MUST PLAN WHERE WE WANT THE STUDENT TO GO. THE COURSE OUTLINE GUIDES THE STUDENT ON WHERE TO GO AND HOW."— Presentation transcript:
INSTRUCTORS, FACULTY AND COMMITTEES MUST PLAN WHERE WE WANT THE STUDENT TO GO. THE COURSE OUTLINE GUIDES THE STUDENT ON WHERE TO GO AND HOW.
For the lecturer A teaching/learning management tool A written trace of your teaching approaches Your first effort to assist students to learn the course Your vehicle to convey the learning tone to the students Your plan of activities in the course for the semester
For the lecturer cont. Your guide to students on what assessment to expect. Your communication to the university on how you are doing your work
A good course outline should: Define student responsibilities Provide clear statement of goals and student outcomes Establish standards and procedures for evaluation and assessment Define your role and responsibilities to students Acquaint students with course technicalities
A good course outline should: cont. Help students to assess their readiness for the course examinations Describe the learning technologies available Connect the student to the lecturer. Assure the university that the correct level of teaching/learning is taking place.
For the student A contract with the lecturer on what the course will cover. A delimitation of content to be covered in the course An indication of what skills and knowledge that the student will acquire by going through the course A guide on what literature to peruse in preparation for examinations.
For the student. Cont. A source of information on the course requirements and assessment procedures.
Structure of course outline General information:-course code, course title, venue, duration, Lecturer name and contact details. Course objectives: statements of intended goals and outcomes. Course content or course syllabus Coursework details Assessment Reference details (list of texts and resources)
Sources of Course materials Programme regulations Course synopsis Lecturer knowledge Reference texts Students’ prior experiences Other lecturers and department chairperson
Course objectives Should be in tandem with one or two of programme objectives Should be stated in a way that is Specific, Measurable, Achievable, Result oriented and Time specific. (SMART) Should be of higher order (according to Blooms Taxonomy of objectives) Must be linked to the course content
Course content Should start with the known progressing to the unknown Should progress from the simple to the complex Should be guided by the course synopsis Must be focused on the course objectives. Must be set at the appropriate level i.e. undergrad or post grad
Course content cont. Should be related to the available space and other resources. Must be free from lecturer bias in as far as distribution of content is concerned. Topics, themes and subtopics must be carefully thought out to avoid misleading the student. Time allocation for topics is optional but students may find it useful.
Coursework Should be explained to the student here This could be in the form of a project or just questions to be answered. The work could be group pair or individual depending on the type of work Mark allocation and weighting should be given however the marking scheme should be availed to the students separately
Assessment Describe any other assessments that will be done e.g. In class tests, end of semester examinations, Laboratory work,etc. Show mark allocations or weightings for these activities
Reference lists These should be carefully selected according to course coverage Should be the most recent and should be available to the student Some departments have local libraries where such copies are kept You could have ‘must read’ and ‘optional’ texts. Free e-books can be accessed from “bookboon.com” and other sites.