Course development model : for adult education
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Date
2004
Authors
Seeley, Brent
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
Abstract
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.
Description
Keywords
Adult education -- Curricula -- Planning , Continuing education -- Curricula -- Planning , Curriculum planning