Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact

ABSTRACT

Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships.     

将书法文化融入“包装设计”课程的探索

“包装设计”作为艺术设计专业主干课,既重实际也重实用,其中关于品牌书法的设计与中国传统书法艺术的联系十分紧密,因此,在该课程教学中进行改革,有针对性地融入书法知识的介绍与技能训练,是一种很好的教改尝试。将书法文化融入“包装设计”课程的具体路径为：在“包装设计”教学大纲中增补中国书法文化、艺术知识介绍的篇章;在“包装设计”课程中分段讲述书法文化;在课程中安排适当的课外时问对学生进行书法实践训练;加重品牌书法设计的实践练习。     

Designing a learning curriculum and technology’s role in it

This paper presents a case study of the design and implementation of a master’s level research course. Factors that defined the curriculum design problem included the subject matter, a view of learning as a change in identity, and the role of technology in curriculum design. Both the design process and results of research on the implementation of the course are described. The paper concludes with a retrospective discussion of lessons learned, including parallels of (a) user-centered technology design with our final approach to curriculum design and (b) socially constructed views of technology with socially constructed views of learning.     

基于建构主义理论的英语专业翻译课程设计

翻译教学课程设计的提出是以建构主义学习理论和教学设计理论为基础的,文章从新的教学理念,教育思想方面入手,结合英语专业翻译课程的特点,进行了翻译课程的设计,旨在促进教师运用新的教学观念设计新型的的课堂教学模式。目前大学英语翻译教学仍然采用传统的教学模式,传统的翻译教学模式以教师为中心,很少注重培养学生对翻译知识的反省和思考。文章针对目前英语专业翻译教学的不足,从背景、需求分析、课程内容、评估等方面进行讨论,提出了一项针对英语专业翻译课程设计。     

A reflexive model for teaching instructional design

Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998.     

Developing Mobile Based Instruction

This paper describes an instructional design class??s experience developing instruction for the mobile web. The class was taught at a southeastern university in the United States in a master??s level computer based instruction course. Two example projects are showcased and student reflections on design issues are highlighted. Additionally, challenges and lessons learned from this experience are described. This case study will benefit those who are considering teaching a course on designing mobile learning; also to those who are considering developing mobile instructional websites.     

网上课程设计的理论基础的模式建构

有效的网上课程设计是网上教学成功的关键因素之一.本文旨在分析和探讨网上课程设计的理论基础.文章分为三部分,第一部分介绍目前网上课程设计使用的理论基础的片面性,说明建立整合式网上课程设计的需要.第二部分阐述了整合式网上课程设计的埋论基础,包括一般的教学理论和学习理论、成人教学理论和成人学习理论、远程教学理论以及技术使用原理,并分析了这些理论存网上课程设计中的应用.第三部分提出了整合式网上课设计理论基础的假设模式,并强调存各种理论和原理的使用中,不只是考虑引进的西方的理论和原理,同时要发扬光人中国传统和中国现代教学理论和原理,使我国的网上课程设计能适合我国的成人学习者.     

服务学习课程的设计：基于设计思维的实践框架

通过梳理服务学习课程设计理论和实践的相关文献，分析了我国高校服务学习课程设计的现状。根据现有文献和作者在高校服务学习课程设计中的实践经验，提出了基于设计思维的服务学习课程设计实践框架。从多元主体团队、课程目标、课程设计的过程与步骤、课程设计的技术与工具、课程的价值与产出五个维度论述其在实践中的应用，并在此框架下介绍了一门服务学习课程设计的实践案例。此外，还讨论了服务学习课程设计存在的一些挑战，尤其在评价标准、时间管理、情境限制、伦理风险等方面，须通过整合教学实践和学术研究进一步优化。     

基于QC小组的课程设计组织方法

以课程设计为研究目标,通过对课程设计的定义及存在的问题的分析,并结合QC小组的含义和特点,对基于QC小组的课程设计全过程组织方法进行了研究,给出了课程设计全过程组织方法的设计流程。最后,给出了基于QC小组的课程设计全过程组织方法的具体实践案例。     

User-centered design through learner-centered instruction

This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and methodological approach. The major instructional methods utilized in the tasks are role enactment, project-based learning, case-based learning and reflection. These tasks develop students' knowledge, attitude and skills reflecting on their selves, their social and physical environment. Finally, the results of the study on students' evaluations of the course and their learning are presented. The study findings indicate that the course has been successful in its learning objectives. Multiple methods of learner-centered instruction complement lecture sessions and one-another to enhance student learning of user-centered design in different levels of cognitive and affective domains.     

Teaching An Interactive Television Course On Adulthood and Aging: Making It Happen

This article describes the design, development, and successful implementation of a hybrid distance education course on adulthood and aging. The focus is on the pedagogical and technological transitions made in converting a traditional course into an interactive television course (iTV). The course was taught a total of three times, first as a traditional one-site course and twice as an iTV course delivered to three sites. Details are provided on the development of a core team, design of a teaching platform, unexpected challenges and benefits, and implemented changes. Student feedback and lessons learned are also provided.     

Literature Review of Student Characteristics and Performance in an Accounting Course

This article explores the current literature on student characteristics and performance in an accounting course. When planning to teach or design a course, student characteristics play a role as part of the “situational factors” (Fink, 2003). Research has widely shown that college graduation rates are associated with student characteristics (e.g., Astin & Oseguera, 2005; Gold & Albert, 2006). This article focuses on student characteristics and performance in an accounting course. The following factors are discussed: math, English, gender, age, and prior accounting course. These factors are chosen, as they are often available from course enrollment data. The literature shows that some characteristics (math, prior accounting course) have a positive relationship with performance in an accounting course, while other characteristics (English, age, gender) have a mixed effect on performance.     

Preparing Elementary School Teachers to Learn From Teaching: A Comparison of Two Approaches to Mathematics Methods Instruction

Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory–practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two preservice teachers enrolled in a one-year post-bachelor elementary teacher preparation program were randomly assigned to attend this course or a more typical mathematics methods course. Findings suggest that teacher preparation experiences centered on systematic reflection and analysis create opportunities to develop certain aspects of learning-from-teaching competencies that remain otherwise underdeveloped. Implications for the design of teacher preparation include the integration in mathematics methods courses of cycles of analysis through video-enhanced discussions; collaborative planning, implementation, and reflection on teaching; and live observation and co-constructed interpretations and considerations of next steps.     

Strategic Curriculum Design: An Engineering Case Study

The development of the integrated Bachelor of Engineering course at the University of Ballarat represents a strategic approach to curriculum design. This approach has been adopted for the development of a completely new course to address the desired attributes of the twenty-first century engineering graduates and to ensure that the content of the course encourages deep rather than surface approaches to learning. The objectives of the new course involve the development of graduates who are independent learners (lifelong learners) and are able to operate autonomously and in teams in tomorrow's world, coping with challenges and opportunities vastly different from those currently practising engineers have faced in their professional lives. The conceptual framework of this course is based on the integration of engineering disciplines with engineering design and systems as integrating themes.     

社会学专业课程体系的建构理据

专业课程体系的建构是科学性和技术性的教育活动 ,对专业人才的培养至关重要。为了保证专业课程体系成为能培养出优秀专业人才的理想工具 ,在设计专业课程体系时 ,设计者应自觉接受课程设计方法论的指导 ;设计的课程体系要有一定的理论依据 ;要遵循课程设计原则。     

基于教学做合一的课程设计

教学做合一以做为中心,要求课程也必须以做为中心,而我们现有的课程却是以理论知识为中心的学科化课程。通过对教学做合一的进一步研究,提出了对传统的课程观和课程设计观进行扬弃,构建基于教学做合一的课程观和课程设计观;并研究基于教学做合一的课程设计原则和设计方法,以设计出符合教学做合一的课程体系和课程内容。     

Teaching Time: Distance Education Versus Classroom Instruction

This study presents time-and-task records of faculty and teaching assistants' time for comparable computer-aided design courses at two state universities in the midwestern United States. One course was taught at a distance and the other course was a conventional face-to-face course. Results indicate a distance course takes less time to teach than a traditional classroom course, if student enrollment and assessment procedures are not included in analysis. When analyzed on a per-student basis, both faculty and teaching assistant time was higher for the distance course.     

TPACK design scaffolds for supporting teacher pedagogical change

Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers’ conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers’ TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants’ feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed.

     

Pedagogical intersectionality: exploring content,technology, and student-centered learning through a problem based/project based approach

ABSTRACT

A narrative case study exploring the course design and implementation of a capstone undergraduate course for future teachers taught with a lens of pedagogical intersectionality, an integration of K-12 history-social science content, advocating for students, and technology. Four undergraduate students’ perspectives on the taught concepts of culturally sustaining pedagogies, universal design for learning and social justice through multimodal approaches resulting in the creation and facilitation of a digital one-day lesson (DODL) that incorporates course tenets and use of technology. Data was collected from course surveys, reflections, DODL lesson plan, and DODL Post microteaching reflections. Themes generated from the data sources were personal learning experiences, cultural respect and acknowledgement, pedagogical growing pains, fatigue, and synthesis occurring in DODL. Collaborators responded to student comments and reflected on course design and goals to foster independent learning of course tenets. Future research will involve additional analysis of subsequent sections of the course based on feedback and reflective modifications learned through this project.     

研究生专业课程教学设计的思考

所谓课程教学设计是指教师对课程教学的设想和计划,它是影响课程教学效果的重要因素。研究生专业课程教学实践中该如何进行有效的教学设计？针对该问题,以光电类研究生专业课程《光学检测》为例,围绕课程教学设计中的教学内容选择、课程课时规划、教学案例应用、课堂讨论设置及课程考核方式等多个典型问题,结合以往的教学实践经历浅谈了自己的一些思考和体会。