Course development model : for adult education

Thumbnail Image
Seeley, Brent
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
New course development can be a very time consuming process, potentially confounded by ambiguity, misdirection, and a lack of clear focus. What components of existing new course development models can be synthesized to construct a model that is efficient, clear, and concise that promotes successful student learning while fostering the dynamic, self-directed nature of adult learning? Although the new course development model presented here has been developed specifically with adult learners in mind, it may be adapted to new course development for any type of learner. The main concept of this model is to develop clear, concise learning outcomes first, and to design learning assessment activities that reflect the same degree of priority as emphasized in the learning outcomes before the course content is actually constructed. This provides the necessary focus to proceed with the development of course content. These prioritized learning outcomes and assessment mechanisms clearly focus on what the teacher wants the student to learn in the course. These learning outcomes must be identified early in the course and remain unchanged for the duration of the course as learners cannot be expected to hit a moving target. Further, a teacher may evaluate the distribution of assessment mechanisms and cognitive domains tested relative to the prioritized learning outcomes through the use of the course assessment matrix-an organizational tool used to assess develop and retain course focus in a pragmatic way. Effective teaching starts with a clear idea of the end in mind where student success is the ultimate goal.
Adult education -- Curricula -- Planning , Continuing education -- Curricula -- Planning , Curriculum planning