010067 Course Design
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 3 cp
Subject level:
Postgraduate
Result type: Pass fail, no marksRequisite(s): 010060 Teaching for Learning
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
In this subject, students study higher education curriculum models, theories and principles of course design to develop their ability to design courses that provide integrated, coherent and engaging learning experiences that both fulfil the future needs of stakeholders and meet the Higher Education Standards Framework requirements. Students examine the courses they teach to apply these approaches to curriculum and suggest opportunities for changes that enhance the course experience.
Subject learning objectives (SLOs)
| a). | Engage with key principles of course design and the impact they have on the student experience |
|---|---|
| b). | Critique course or curriculum models and course design processes |
| c). | Identify opportunities to enhance a course design |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context (1.1)
- Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions (2.1)
- Express ideas on teaching and learning to different audiences in a variety of modes (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context
2. Critical and Creative Inquiry
2.1 Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions
6. Effective Communication
6.1 Express ideas on teaching and learning to different audiences in a variety of modes
Teaching and learning strategies
The subject provides opportunities for participants to engage in reflective, active and collaborative learning based on authentic, practice-based activities and examples. All modules in Canvas include asynchronous online activities that are self-paced. This will be complimented with synchronous online classes that provide opportunity for participants to ask questions and engage in deeper discussions, share insights and learn with their peers.
Feedback is provided predominantly in written comments online and on assessment tasks submitted. Peer observation and feedback is also embedded in the learning activities.
Content (topics)
The main topics covered in this subject are related to the concepts of curriculum models, graduate attributes, constructive alignment, student transition pedagogy and course narratives and mapping.
010063 Feedback and Assessment provides a deeper examination of the theory, principles and practice of effective feedback and assessment at subject development level.
Assessment
Assessment task 1: Proposal for changes to course design
| Objective(s): | a), b) and c) | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 100% | ||||||||||||||||||||
| Length: | 1,000 words (or equivalent) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
There are no required texts for this subject. Recommended readings will be available via UTS Library and through the subject site.
References
References are included in the subject Canvas site