Bad example
Usually bad experiences with learning are bounded somehow unethical behaviour of teachers. But this does not depend on course design. Usually course design is something students do not notice. Once you have to pay attention how course is build up, it means that there is something wrong with it. Form personal experiences just few notes:
• too much material to go through and not enough time for this or too much material and theoretical terms and no context around them.
• no discussion: there is no space or time for discussion or someone (teacher) just will end this with some inappropriate comment
• no clear goals and no communication with learners about the goals of process
• learning materials are out of date or unsuitable (too simple or too complicated)
• no feedback during the process
Good example
Usually good course is something you just enjoy and don't notice how it was built up. And of course: teacher does always give some extra sense to the learning process.
But still few notes:
• clear goals of the process
• common understanding how the process will look like and rules
• support and feedback to students while learning
• good materials and enough time to discover them
• appropriate discussion channels, constant discussion
• flexible assignments and deadlines
• clear structure of course and materials
2 comments:
Interesting point that we always tend to relate our experiences with the teachers and we don't pay attention if the course is actually designed in a good/bad way. Nice examples, hopefully it helps to think of the design of our course that we are going to create in our group. Of course we always have to think of the course in theory and how it actually works in practice. Sometimes you think that these and these activities make lot of sense, but in reality they don't work at all.
[...] reflection Thinking of all my courses and reading some course-mates’ reflections I liked Kersti’s thoughts and would sum up the most important criteria of good [...]
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