Table of Contents
The learning environment is needed as a strong foundation for your course
The expected outcome of a well-designed course is that students utilise the provided learning and practice resources. They attend (video) lectures, comprehend the subject matter, engage actively in workgroups, undertake self-study and group tasks, attain satisfactory test scores and appreciate the course.
The redesigned course’s planned learning activities and materials are available to the students through the virtual learning environment (VLE).
The IT infrastructure should function well, and the teacher(s) and students should be able to use various pedagogical methods, including IT software.
- The diamond diagram with the elements of learning objectives, course content, methods/media, formal and informal tests (methods and criteria) and constraints;
- The pedagogical concept of the programme. What are your pedagogical principles (explained and illustrated with examples);
- The sequence involves ordering the content, teaching, learning activities, and materials. See in Earl, 1987 or Nedermeijer, 2023, par. 8.4.2;
- Quality criteria you want or have to realise in your course.
- Modules to close knowledge gaps (if needed) for certain groups;
6. The necessary learning spaces: lecture hall, instruction rooms, project rooms, practical workrooms, classrooms, computer practical digital exams hall, exam hall, Computer working room, study workplaces and other meeting places;
7. A well-functioning IT infrastructure (e.g. staff, software and hardware);
8. Students and teachers are prepared to use the proposed (IT) pedagogical methods.
Finding a learning process(es) for teaching and learning activities and supporting materials is crucial in course design.
Your task is to design a good learning process. You analyse whether the learning process will result in the official learning objectives or describe what you think the students will learn. This means that learning objectives play a crucial role in course design.
Remark: Learning objectives are essential. But sometimes, it is more effective to start thinking about learning activities. If you are satisfied, you can determine whether the learning objectives align with your official course program.
The diamond diagram is an essential tool for facilitating your course redesign. It allows you to methodically outline your course elements, including learning objectives, content, teaching methods and media, evaluation criteria, assessment techniques, and limitations.
Biggs (1996) formulated the principle of constructive alignment, which states that learning objectives, methods, and media (assignments), as well as test methods, must be well-coordinated. I think the content, success criteria, and constraints/requirements should also be well-coordinated.
The whole is more valuable than its separate parts.
An up-to-date diamond diagram is the basis for developing your course’s framework, route map, blueprint, prototypes, and ultimate form.
A good alternative to the diamond diagram is the spider web.
Curricular spider web (image and text are from www.slo.nl)
‘The Curricular Spider web presents aspects of education and their relations. The core of the spider web generally concerns the aims and content of learning. Changes to this core usually presuppose changes to many other aspects of (the plan for) learning. The rationale serves as a central link, connecting all other curriculum components. Ideally, these are also connected, providing consistency and coherence’.
‘Using the spider web as a tool helps to develop thinking about the aspects of schooling that are suitable for involving students. Each of the web’s strings represents a distinct aspect related to the rationale. Teachers discuss the involvement of students by answering questions on the nine different strands of education. The answers provide input for further rethinking ways of increasing student participation’.
Handson Toolkit: A good alternative for 'Bloom'. Overview of action verbs for learning objective
(HandsonICT, 2023)
