ISBN-10:
1579226140
ISBN-13:
9781579226145
Pub. Date:
10/28/2011
Publisher:
Stylus Publishing, LLC
Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding

Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding

by Edmund J. Hansen
Current price is , Original price is $27.5. You

Temporarily Out of Stock Online

Please check back later for updated availability.

Product Details

ISBN-13: 9781579226145
Publisher: Stylus Publishing, LLC
Publication date: 10/28/2011
Edition description: New Edition
Pages: 226
Product dimensions: 5.80(w) x 8.90(h) x 0.60(d)

About the Author

Edmund J. Hansen has been the director of the Center for Teaching and Learning at Northeastern Illinois University since its inception in 2001. Before joining NEIU, he worked in faculty development for over twelve years, half of that time at Indiana University in Bloomington, and the other half at Emporia State University in Kansas. In Emporia, he was the founding director of the Teaching Enhancement Center and also an assistant professor in the psychology department. For seven years, Edmund served as President of the Chicago Area Faculty Development Network (CAFDN), a consortium of faculty development offices at both two and four-year institutions in the region. He has published articles and book chapters related to the improvement of college teaching, including the integration of instructional technology into the classroom. He is originally from Germany, where he worked in adult education. Edmund has a PhD in Educational Psychology from Indiana University, and Masters Degrees from the University of Pennsylvania and from the University of Aachen, Germany.

Table of Contents

1) Practical Benefits of Course Design
Faculty Stressors in Teaching
Benefits From Idea-based Course Design

2) Backward Design
Traditional Course Design
Critique of the Traditional Design
The Backward Design Model
The Importance of Course Design

3) Learning Outcomes
Problems With (Conceptualizing) Learning Outcomes
Identifying Big Ideas
Deriving Enduring Understandings
Determining Learning Outcomes

4) Critical Thinking
Significance of Critical Thinking
Lay Definitions of Critical Thinking
The Confusing State of the Critical Thinking Literature
Need for Teaching Critical Thinking
Barrier 1: Intellectual Development
Barrier 2: Habits of Mind
Barrier 3: Misconceptions
Barrier 4: Complex Reasoning
Conclusion

5) Content, Part 1: Guiding Questions and Concepts
Topics
Two parts of Course Content
Essential Questions
Guiding Concepts
Course Content and Critical Thinking

6) Assessment, Part 1: Educative Assessment
Assessment for Grading
Assessment for Learning
A Continuum of Assessments
Assessment as Coaching
Principles of Assessing for Understanding

7) Assessment, Part 2: Rubrics
Examples of Assignments Lacking Clear Criteria
The Main Parts of a Rubric
Sample Rubric: Critical Thinking
Common Misunderstandings About Rubrics
The Triple Function of Rubrics

8) Content, Part 2: Learning Experiences
Examples of Poor Assignments
Authentic Performance Tasks
Assignment-Centered Instruction
Assignment-Related Competencies
Building Block Designs
Principles for Designing Effective Learning Experiences
Student Involvement in the Pedagogy

9) Course Design Document
Why Create Course Design Documents?
Elements of the Course Design Document
Sample Design Document: Psychology 624 - Theories of Motivation
Summary of Course Design Features and Benefits
Translating the Course Design Document Into a Syllabus

10) Implementing Course Design With Online Technology
Key Characteristics of Online Teaching
Course Design Elements Enhanced by Online Technology
Conclusion

References
Appendix

Syllabus for PY-624:Theories of Motivation Course

Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews