Topic outline

  • General

  • BASIC INFORMATION ON THE COURSE

    TARGET GROUP:

    This CPD course isĀ  designed for educators at the university level. It aims at giving you an in-depth knowledge and understanding of designing your courses around the concept of constructive alignment.It can be completed at your own pace, giving you time to try out new strategies and activities in your classroom before progressing further.

    OUTCOMES OF THE COURSE:

    After completion of the course, participants will be able to:

    • critically analyze the current state of the academia and point out the need for all university educators to develop teaching competencies,
    • define learning and name the types of learning and the phases of the learning process,
    • explain the differences between students according to their approaches to learning and their learning styles
    • design learning outcomes of their courses and individual topics,
    • choose and implement diverse teaching activities, based on critical analysis of their characteristics,
    • choose and implement diverse classroom assessment techniques, in line with predefined intended learning outcomes.

    SCHEDULE:

    Courses will be organized ...

    ORGANIZATION OF THE COURSE:

    This course is organized in 6 modules:

    • Module 1: Current state of the academia
    • Module 2: Learning
    • Module 3: Constructive alignment
    • Module 4: Intended learning outcomes
    • Module 5: Teaching and learning activities
    • Module 6: Classroom assessment techniques

    Each module consists of lectures and some activities for participants, practice tests and assignments.

    ASSESSMENT:

    A participant is required to complete all modules and score at least 50% at each assignment to obtain a certificate.

    • Module 1: CURRENT STATE OF THE ACADEMIA

      LEARNING OUTCOMES OF THE MODULE:

      After completing the module, participants will be able to:

      • critically assess the quality of study programmes at universities, teachers' position and levels of students' knowledge,
      • suggest the changes that could lead to the improvement of study programmes and courses,
      • define the most important teaching goals for own courses using Teaching Goals Inventory.

      STRUCTURE OF THE MODULE:

      1. Quality of knowledge of graduated students
      2. Competencies and position of university teachers
      3. How to improve study programmes and courses
      4. Teaching goals.

      ____________________________________________________________________

    • Module 2: LEARNING

      LEARNING OUTCOMES OF THE MODULE:

      After completing the module, participants will be able to:

      • define the learning process,
      • list different types of learning,
      • list and explain the stages of the knowledge development process,
      • explain the differences between deep, strategic and surface approaches of chemistry students, and between students of different learning styles.

      STRUCTURE OF THE MODULE:

      1. What is learning?
      2. Stages in the knowledge development
      3. Learning styles
      4. Approaches to learning

      _________________________________________________________

    • Module 3: CONSTRUCTIVE ALIGNMENT

      LEARNING OUTCOMES OF THE MODULE:

      After completing the module, participants will be able to:

      • explain the basic concepts of constructivistic theory,
      • explain the need for constructive alignment,
      • name and define three elements of constructive alignment.

      STRUCTURE OF THE MODULE:

      1. Constructivism
      2. Elements of constructive alignment
      • Module 4: INTENDED LEARNING OUTCOMES

        LEARNING OUTCOMES OF THE MODULE:

        After completing the module, participants will be able to:

        • define learning outcomes,
        • recognize well-defined and poorly defined outcomes in the given examples,
        • explain different cognitive levels in outcomes designed according to Bloom's and revised Bloom's taxonomy of learning goal,
        • construct 5-8 learning outcomes for their own course/topic in the course
        • create a 2D matrix of educational topics and learning outcomes.

        STRUCTURE OF THE MODULE:

        1. What are ILOs (intended learning outcomes)?
        2. Rules in defining ILOs
        3. Taxonomies of learning goals
        • Module 5: TEACHING AND LEARNING ACTIVITIES

          LEARNING OUTCOMES OF THE MODULE:

          After completing the module, participants will be able to:

          • list different teaching and learning activities,
          • discuss advantages and disadvantages of lectures, team work, practical work, seminars and various kinds of active teaching methods,
          • choose and apply the appropriate teaching method for the given content (in line with ILOs)

          STRUCTURE OF THE MODULE:

          1. Choice of appropriate TLA (Teaching and Learning Activity)
          2. Lectures
          3. Practical work
          4. Team work
          5. Seminars
          6. Active teaching methods
          • Module 6: CLASSROOM ASSESSMENT TECHNIQUES

            LEARNING OUTCOMES OF THE MODULE:

            After completing the module, participants will be able to:

            • explain the difference between formative and summative assessment,
            • list and describe different types of in-class and outside-of-the-class assessment techniques and discuss their advantages and disadvantages,
            • apply Bloom's and revised Bloom's taxonomy in categorizing assignments of different cognitive levelsĀ 
            • create assessment form for each of the goals obtained in the Teaching Goals Inventory.

            STRUCTURE OF THE MODULE:

            1. Formative and summative assessment
            2. Choice of the classroom assessment technique
            3. Bloom's and revised Bloom's taxonomy in creating assignments
            • Module 6: CLASSROOM ASSESSMENT TECHNIQUES

              LEARNING OUTCOMES OF THE MODULE:

              After completing the module, participants will be able to:

              STRUCTURE OF THE MODULE:

              1. What is learning?

              2. Phases in learning

              3. Learning styles

              4. Approaches to learning