Summary
In this module we reviewed the course design principles that inform course development at Niagara College — constructive alignment and integrated design. These principles are grounded backward design, a framework that helps instructors identify concrete learning goals and desired outcomes before selecting forms of assessment and teaching and learning activities. Course development at Niagara College is further guided by the principles of Universal Design for Learning (UDL) as well as the situational factors and course context. Engaging with topics such as Diversity, Inclusivity, Equity, Accessibility, Anti-racism, and Indigenous teaching and learning can positively inform our teaching and help to support our students’ learning.
Now that you have completed this module, you should be able to:
- Identify the fundamental principles that shape course design at Niagara College
- Describe the critical components of constructive alignment and integrated design
- Determine the contextual and situational factors of a course
- Describe the key principles of Universal Design for Learning
- Describe key considerations for creating inclusive learning environments
References
Antoine, A., Mason, R., Mason, R., Palahicky, S. & Rodriguez de France, C. (2018). Pulling Together: A Guide for Curriculum Developers. Victoria, BC: BCcampus. Retrieved from https://opentextbc.ca/indigenization
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.
Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/understanding-by-design/
Centre for Academic Excellence. (n.d). Design, Develop and Deliver: A Guide for Effective Online Teaching. Niagara College. Retrieved from https://www.niagaracollege.ca/cae/eddev/teaching-resources/online-teaching/develop/diverse-learners/
Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. University of Oklahoma. Retrieved from https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.