The planning phase is such an integral part of the course mapping process. This phase can ensure that the student learner set is accurately reflected and confusion is avoided in course materials. Reflect upon a previous course you taught or participated in as a student. With the course materials, were there any resources: That could have been confusing to specific learner sets? That disproportionately reflect learner age, gender, or race? That…
Reality-based learning poses a challenge in the idea that the experiences of learners, in a given class will not be the same. Similarly, the goals and aspirations of learners will also differ. This results in the difficult task of connecting with learners and utilizing the concepts of reality-based learning. Consider a class you teach and reflect on how those concepts of reality-based learning become properly incorporated with your diverse learner set.…
Consider some of the adult learning theory ideas presented in the first lecture. How are these ideas different or similar to how you approach teaching your students? Do you find yourself teaching in a heavily or lightly templated learning environment? Is there an opportunity to tailor the learning in your course(s) to that of the adult learners as related to Knowles’ principles? Are there certain lessons or topics in your course(s)…
The first step in creating your personal mission statement is finding your personal narrative. Reflect upon your time as a learner. Think about any teachers, counselors, coaches, tutors, or aides that positively affected your life. Questions to Consider: What do you remember about this mentor? What did this mentor do to positively affect your life? Why do you believe learner impacted your life? What characteristics, traits, or ideas do you want…
Scenario: You are teaching an on-ground course and are in the part of the lesson where you are lecturing to the students. As you present, you notice everyone is alert and engaged except for David at the end of the table in the back row. He is looking down and is propping up his head with his hand across his mouth. He doesn’t participate at all until the very end when…
One aspect that can be difficult for educators wanting to become a cultural competent instructor or administrator is to be trusted by the students. Reflect upon your own experience or experiences of your fellow educators. Think about ways you or fellow staff members built trust and then brainstorm new ideas to build trust between a teacher and student, administrator and student, and/or staff member and student. Write about what methods have worked…
So we’ve gone over the basic course development process. Considering the process we’ve discussed, what do you consider the most difficult part of the process? What is the easiest? Consider what your role would be in this course development process and who you’d be working with at your campus. How do you envision that working? Who would the project manager be and what might the timeline for completion be? Essentially, give…
The development of all these elements of courses is by no means an easy task. So, consider all these aspects. What resources might be needed to design all these elements? Is it just one instructor creating everything? Or is it a team and if so, who would comprise the team? Is the development of the materials we’ve been discussing all you need to consider? To better direct this question, think of…
Reflecting on the courses taught at your campus, what would you consider a possible, new course to be developed? Why? Are there any courses that could be updated? Why? Questions to consider: Is there a growing demand for specific course topics from the employers in your field? Has there been any changes in your field that would warrant a new course or a course update? Have you noticed any trends in…
Considering the activity-based gamification elements discussed in this section: Which do you feel is the most difficult concept to implement? Which is the easiest? Are there any concepts or similar concepts you are already implementing?
