Print syllabus(B) University Instruction Design – workshops
General data
| Course ID: | 0000-SZD-DSW-B-WK-EN |
| Erasmus code / ISCED: | (unknown) / (unknown) |
| Course title: | (B) University Instruction Design – workshops |
| Name in Polish: | (B) University Instruction Design – workshops |
| Organizational unit: | University of Warsaw |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | English |
| Type of course: | obligatory courses |
| Mode: | Remote learning |
| Short description: |
10 45-minute classes - online workshop |
| Full description: |
The course is meant to enable future academic teachers to create effective instruction. It introduces doctoral students into the fundamentals of Instruction Design (ID), namely the concepts and procedures for analyzing, designing, developing, and evaluating instruction. It introduces doctoral students with the knowledge of overall teaching and learning processes. The course also aims at helping doctoral students link currents theoretical conceptions to practical applications. It bridges the gap between educational theory and teaching practice. |
| Bibliography: |
Bigge, M.L., Shermis, S.S. (1999). Learning Theories for Teachers (6th ed.). Addison Wesley Longman, Inc. Dick,W., Carey, L. & Carey, J.O. (2013). The Systematic Design of Instruction (7th ed.). Pearson Education Limited. Ertmer, P.A., Newby, T.J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26 (2), 43-71. Gagne, R.M., Wager, W.W., Goals, K.C., & Keller, J.M. (2004). Principles of Instructional Design (5th ed.). Belmont, CA: Wadsworth/ Thomson Learning. Kaufman, R., Herman, J., & Watters, K. (2002). Educational planning: Strategic, tactical, and operational. Lanham, MD: Roman and Littlefield Education. Richey, R.C., Kline, J.D., & Tracey, M.W. (2010). The Instructional Design Knowledge Base: Theory, research, and practice. New York, NY: Taylor and Francis. Rothwell, W.J., &Kazanas, H.C. (2008). Mastering the Instructional Design Process: A Systematic approach (4th ed.). San Francisco, CA: Pfeiffer. Tyler, R.W. (2013). Basic Principles of Curriculum and Instruction. Chicago and London: University of Chicago Press. |
| Learning outcomes: |
At the end of the course students will be able to: • Explain advantages and disadvantages of particular instructional techniques; • Select, justify and implement instructional strategies consistent with the analysis of the learning situation and intended learners; • Select teaching methods, forms, and means in allingnment with instructional objectives; • Apply the principles of educational measurement. • Understand and explain active learning and problem based learning methods • Apply active learning methods. • Use digital and online technologies. |
| Assessment methods and assessment criteria: |
Requirements for successful course completion. First and foremost, active participation in classes. Students are allowed to skip just one (90-minute-long) teaching unit. Principles for successful course completion. Classes participation is compulsory hence successful course completion is based on student participation. It is impossible to pass the course with less than 4 90-minute-long teaching units. If a student skips more than 2 45-minute-long classes then they need to repeat the entire course. Students who do not pass the theoretical (lecture) course are nor permitted to participate in Instruction Design workshops. Each student is obliged to prepare and perform a short teaching unit. Course evaluation. Active articipation in classes. Performing a short teaching unit. |
Copyright by University of Warsaw.
