02 course design analysis phase

Course Design in Context of NBA
Dr. Chetan B. Bhatt

Good Teaching
 Good teachers want good learning to occur as a
result of their teaching.
 Good learning means,
 besides recalling information, the ability of problem
solving, critical thinking, and creative thinking.
 Good learning is also referred to as meaningful learning,
significant learning and/or higher orders (Apply, Analysis,
Evaluate and Create categories of Bloom’s taxonomy) of
learning.

Beginning of Instruction
Knowledge of
subject matter
Design of
Course
Teacher-
Student
Interaction
Course
Management
Beginning of Instruction

Key principles of course design
 The four key principles of course design are
 At the end of a course the students are to acquire stated
competencies
 Assessment should be in alignment with the stated
competencies
 Instructional activities are to be designed and conducted
to facilitate students to acquire the stated competencies
 Instructional methods, according to which instructional
activities/materials are designed, are not unique and
depend on the nature of the subject and preferences of
the instructor.

ADDIE Model
ANALYSIS
DESIGN
DEVELOPMENT
E
V
A
L
U
A
T
I
O
N
IMPLEMENTATION
EVALUATION

Course Design – Analysis Phase

Analysis
 The Analysis phase is the foundation for all other
phases of instructional design. During this phase, one
identifies the need for instruction.
 The phase includes specific activities such as needs
analysis, job analysis and task analysis.
 The outputs of this phase often include the
instructional goals, a list of competencies, and a list of
learning objectives. These outputs will be the inputs
for the Design phase.

Analysis Phase
 Analysis phase consists of
 Writing the course context and overview
 Select the subset Graduate Attributes
 Select the relevant cognitive levels
 Select the relevant categories of knowledge
 Prepare the taxonomy table indicating the relevant
cognitive levels and categories of knowledge
 Write Competencies of the course and locate them in the
taxonomy table
 Elaborate each competency into its sub-competencies
and locate them in the taxonomy table
 Draw the competency/sub-competency map (optional)

Course Context and Overview
 It should include –
 Category the course belongs to (Humanities and Social
Sciences, Basic Sciences, Engineering Sciences,
Professional Subject Core, Professional Subject
Electives, and Open Electives)
 The semester it is offered, prerequisites, and the courses
to which it is a prerequisite
 Broad aim of the course and its relevance to the program
 The importance of the course professionally
 The approach taken and reasons there of

Select the Subset of Graduate Attributes
 Program has to address all the twelve attributes
specified by NBA
 It not possible to address all the attributes in a single
course i.e. select subset of attributes to be
addressed in a particular course
 Example (motion control)

Cognitive processes and skills
 Cognitive processes are attention, perception,
comprehension, calculation, judgment, storing in
memory, reasoning, retrieval from memory, learning,
planning, problem solving, self monitoring, and formation
of speech.
 Cognitive learning is demonstrated by knowledge recall
and the intellectual skills: comprehending information,
organizing ideas, analyzing and synthesizing data,
applying knowledge, choosing among alternatives in
problem-solving and evaluating ideas or actions.

Revised Bloom’s taxonomy
 As per the revised Bloom’s taxonomy the taxonomy
of cognitive processes involved in learning are
 Remembering,
 Understanding,
 Applying,
 Analyzing,
 Evaluating and
 Creating.

Cognitive processes and Revised Bloom’s
Taxonomy
Remembering
Recognizing
Recalling
Understanding
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
Applying
Executing
Implementing
Analyzing
Differentiating
Organizing
Attributing
Evaluating
Checking
Critiquing
Creating
Generating
Planning
Producing

1 Remembering
 Remembering involves retrieving relevant knowledge from long term
memory.
 The two associative cognitive processes are –
 Recognizing
 Recognizing involves retrieving relevant knowledge from long-term memory in order to
compare it with presented information. In recognizing, the student searches long-term
memory for a piece of information that is identical or extremely similar to the presented
information.
 Three main methods of presenting a recognition task for the purpose of assessment are
verification, matching, and forced choice.
 Recalling
 Recalling (retrieving) involves retrieving relevant knowledge from long-term memory when
given a prompt to do so. The prompt is often a question.

2 Understanding
 Students are said to Understand when they are able
to construct meaning from instructional messages,
including oral, written, graphic communications,
however, they are presented to students.
 Cognitive processes in this category of
Understanding include interpreting, exemplifying,
classifying, summarizing , inferring, comparing, and
explaining.

2.1 Interpreting
 Interpreting occurs when a student is able to convert
information from one representational form to
another.
 Interpreting may involve converting words to words
(paraphrasing), pictures to words, words to pictures,
numbers to words, words to numbers, and the like.
 Alternative terms for interpreting are translating,
paraphrasing, representing and clarifying.

2.2 Exemplifying
 Exemplifying occurs when a student gives a specific
example or instance of a general concept or
principle.
 Exemplifying involves identifying the defining
features of the general concept or principle and
using these features to select or construct a specific
instance. Alternative terms are illustrating and
instantiating.

2.3 Classifying
 Classifying occurs when a student recognizes that
something belongs to a certain category (concept or
principle).
 Classifying involves detecting relevant features or
patterns that fit both the specific instance and
concept or principle. Classifying is complementary
process to exemplifying.
 Alternative terms for classifying are categorizing and
subsuming.

2.4 Summarizing
 Summarizing occurs when a student suggests a
single statement that represents presented
information or abstracts a general theme.
 Summarizing involves constructing a representation
of information, such as the meaning of a scene in a
play, and abstracting a summary from it, such as
determining a theme or main points.
 Alternate terms are generalizing and abstracting.

2.5 Inferring
 Inferring involves finding a pattern within a series of
examples or instances.
 Inferring occurs when a student is able to abstract a
concept or principle that accounts for a set of
examples or instances by encoding the relevant
features or each instance and, most important, by
noting relationships among them.

Inferring
 A student is able to distinguish a pattern in the series
of numbers 1, 2, 3, 5, 8, 13, 21, . . The process of
inferring involves making comparisons among
instances within the context of the entire set. A
related process is using the pattern to create a new
instance (e.g., the next number on the series is 34,
the sum of 21 and 13).
 This is an example of executing, which is a cognitive
process associated with Apply. Inferring and
executing are often used together on cognitive tasks.

2.6 Comparing
 Comparing involves detecting similarities and differences
between two or more objects, events, ideas, problems, or
situation, such as determining how a well known event
(e.g., recent separate Teleganana state issue) is like or
unlike a less familiar event (e.g., creation of States on
linguistic basis).
 Comparing includes finding one-to-one correspondences
between elements and patterns in one object, event, or
idea and those in another object, event or idea.
 When used in conjunction with inferring (e.g., first,
abstracting a rule form the more familiar situation) and
implementing (e.g., second, applying the rule to the less
familiar situation), comparing can contribute to reasoning
by analogy.
 Alternative terms are contrasting, matching, and
mapping.

2.7 Explaining
 Explaining occurs when a student is able to
construct and use a cause-and-effect model of a
system. The model may be derived from formal
theory (as is often the case in the natural sciences)
or may be grounded in research or experience (as is
often the case in social sciences and humanities).

3 Applying
 Apply involves using procedures to perform
exercises or solve problems. Thus, apply is closely
linked with Procedural Knowledge.
 An exercise is a task for which the student already knows
the proper procedure to use, so the student has
developed a fairly routine approach to it.
 A problem is a task for which the student initially does not
know what procedure to use, so the student must locate a
procedure to solve the problem.
 The apply category consists of two cognitive
processes: executing – when the task is an exercise
(familiar) – and implementing – when the task is a
problem (unfamiliar).

3.1 Executing
 In executing, a student routinely carries out a
procedure when confronted with a familiar task
(exercise). The familiarity of the situation often
provides sufficient clues to guide the choice of the
appropriate procedure to use. Executing is more
frequently associated with the use of skills and
algorithms than with the techniques and methods.
 Skills and algorithms have two qualities that make
them particularly amenable to executing. First, they
consist of a sequence of steps that are generally
followed in a fixed order. Second when the steps are
performed correctly, the end result is predetermined
answer.
 An alternative term for executing is carrying out.

3.2 Implementing
 Implementing occurs when a student selects and
uses a procedure to perform an unfamiliar task.
 Because selection is required, student must possess
an understanding of the type of problem
encountered as well as the range of procedures that
are available. Thus, implementing is used in
conjunction with other cognitive process categories,
such as Understand and Create.

4 Analyze
 Analyze involves breaking material into its
constituent parts and determining how the parts are
related to one another and to an overall structure.
 This process category includes the cognitive
processes of differentiating (determining the relevant
and important pieces of a message), organizing
(determining the ways in which the pieces of
message are organized), and attributing
(determining the underlying purpose of the
message).
 Learning to analyze may be as an end itself.
Educationally it is considered as an extension of
Understanding or as a prelude to Evaluating and

4.1 Differentiating
 Differentiating involves distinguishing the parts of a
whole structure in terms of their relevance or
importance. Differentiating occurs when a student
discriminates relevant from irrelevant information,
important from unimportant, and then attends to
relevant and important information.
 Differentiating differs from comparing in using the
larger context to determine what is relevant and
important. In comparing all factors are equal
irrespective their relevance and importance.
 Alternate terms for differentiating are discriminating,
selecting, distinguishing, and focusing.

4.2 Organizing
 Organizing involves identifying the elements of a
communication or situation and recognizing how
they fit together into a coherent structure. In
organizing, a student builds systematic and coherent
connections among the pieces to presented
information.
 Organizing usually occurs in conjunction with
differentiating. The student first identifies the relevant
or important elements and then determines the
overall structure within which the elements fit.
Organizing can also occur in conjunction with
attributing, in which the focus is on determining the
author’s intention or point of view. Alternative terms
for organizing are structuring, integrating, finding
coherence, outlining, and parsing.

4.3 Attributing
 Attributing occurs when a student is able to ascertain
the point of view, biases, values, or intention
underlying communications. Attributing involves a
process of deconstruction, in which a student
determines the intentions of the author of the
presented material.
 In contrast to interpreting, in which the student seeks
to Understand the meaning of the present material,
attributing involves extension beyond basic
understanding to infer the intention or point of view
underlying the presented material.
 An alternative term is deconstructing.

5 Evaluating
 Evaluate is defined as making judgments based on
criteria and standards.
 The criteria most often used are quality,
effectiveness, efficiency, and consistency.
 They may be determined by the student or others.
 The standards may be quantitative or qualitative.
Evaluating includes the cognitive processes of
checking (judgments about internal consistency) and
critiquing (judgments based on external criteria).

5.1 Checking
 Checking involves testing for internal inconsistencies
or fallacies in operation or a product.
 For example, checking occurs when a student tests
whether or not a conclusion follows from its
premises, whether data support or disconfirm a
hypothesis, or whether presented material contains
parts that contradict one another.
 When combined with planning (a cognitive process
in the category Create) and implementing (a
cognitive process in the category Apply), checking
involves determining how well the plan is working.
 Alternative terms for checking are testing, detecting,
monitoring, and coordinating.

5.2 Critiquing
 Critiquing involves judging a product or operation
based on externally imposed criteria and standards.
Critiquing lies at the core of what has been called
critical thinking.
 An example of critiquing is judging the merits of a
particular solution to the problem in terms of likely
effectiveness and its associated costs.
 An alternate term is judging.

6 Creating
 Create involves putting elements together to form a
coherent or functional whole. Objectives classified as
Create have students make a new product by
mentally reorganizing some elements or parts into a
pattern or structure not clearly present before.
 Although Create requires creative thinking on the
part of the student, this is not completely free
creative expression unconstrained by the demands
of the learning task or situations.

Create
 The creative process can be broken into three phases
 problem representation, in which a student attempts to
understand the task and generate possible solutions;
 solution planning, in which a student examines the possibilities
and devices a workable plan; and
 solution execution, in which a student successfully carries out
the plan.
 Thus the creative process can be thought of as starting
the divergent phase in which a variety of possible
solutions are considered as the student attempts to
understand the task (generating). This is followed by a
convergent phase, in which the student devises a
solution method and turns it into a plan of action
(planning). Finally, the plan is executed as the student
constructs the solution (producing).
 It is not surprising, then that the Create is associated with
three cognitive processes: generating, planning, and
producing.

Knowledge
 A branch of philosophy, called ‘epistemology’, is
dedicated to the study of knowledge, its source and
limits.
 Like any branch of philosophy in epistemology there
are two extreme views –
 Empiricism – knowledge is derived from experience,
nothing is innate
 Apriorism – knowledge in innate
 We consider the current perspective based on
cognitive science and cognitive psychology on
knowledge representation.

Types of Knowledge
 Factual Knowledge
 Specific terms and facts (bits of information)
 Conceptual Knowledge
 More general concept, theories, model
 Procedural Knowledge
 How to do something (routine to complex tasks)
 Metacognitive Knowledge
 Consciousness, self-reflection, self-regulation, thinking
about and controlling one’s own thinking

Factual Knowledge
 Factual knowledge are –
 Knowledge of terminology
 Knowledge of alphabet and numbers
 Knowledge engineering and technical terms
 Knowledge of physical and chemical constants etc.
 Knowledge of specific details and elements
 Knowledge of important events, people in evolution of
computing
 Knowledge of different features of different types of computers
 Knowledge of products, companies, and major stakeholders
related to computing.
 Knowledge of performance characteristics of IC e.g. OP07

Conceptual knowledge
 A concept denotes all of the entities, phenomena,
and/or relations in a given category or class by using
definitions.
 Concepts are abstract in that they omit the
differences of the things in their extension, treating
the members of the extension as if they were
identical.

 Conceptual knowledge includes three subtypes:
 knowledge of classifications and categories,
 knowledge of principles and generalization, and
 knowledge of theories, models, and structures.
 Classification and categories form the basis for
principles and generalizations. These, in turn, form
the basis for theories, models, and structures. These
three subtypes should capture a great deal of the
knowledge that is generated within al the different
disciplines.

 Some examples of knowledge of classification and
categories are
 Knowledge of number systems
 Knowledge of sequential systems
 Knowledge of different IC packages
 Knowledge different passive networks
 Examples of knowledge of principles and
generalizations are
 Knowledge of fundamental laws of physics
 Knowledge of fundamental relationships in electrical
networks
 Knowledge of Boolean algebra
 Knowledge of the principles that govern arithmetic
operations

 Examples of knowledge of theories, models and
structures are
 Knowledge of network theory
 Knowledge of graph theory
 Knowledge of field theory
 Knowledge of control theory
 Knowledge of behavioral, cognitive and social
constructivist theories of learning
 Knowledge of systems view of organizations

Procedure knowledge
 Procedural knowledge is the “knowledge of how” to
do something. The “something” might range from
completing fairly routine exercises to solving novel
problems.
 Procedural knowledge often takes the form of a
series or sequence of steps to be followed.

Procedure knowledge
 The subcategories of procedural knowledge are:
 Knowledge of subject specific skills and algorithms
 Knowledge of subject-specific techniques and methods
 Knowledge of criteria for determining when to use
appropriate procedures

Procedure knowledge
 Knowledge of subject specific skills and algorithms
can be expressed as a series or a sequence of
steps.
 Examples of this category of knowledge include
 Knowledge of algorithms used with mathematics
exercises
 Knowledge of algorithms for minimizing logic expressions
 Knowledge of algorithms for processing analog and digital
signals
 Knowledge of pattern-search algorithms in Artificial
Intelligence

Procedure knowledge
 Knowledge of subject-specific techniques and
methods includes knowledge that is largely the result
of consensus, agreement, or disciplinary norms
rather than knowledge that is more directly an
outcome of observation, experimentation, or
discovery.
 Examples of this category of knowledge include
 Knowledge of system dynamics methods to model
complex sociotechnical systems
 Knowledge of feedback control methods to improve the
performance of a dynamic system.
 Knowledge of free-body diagrams to analyze problems of
mechanics

Procedure knowledge
 Knowledge of criteria for determining when to use
appropriate procedures involves knowing the ways
they have been used in the past.
 Experts know when and where to apply their
knowledge. They have criteria that help them make
decisions about when and where to use different
types of subject specific procedural-knowledge.
 Their knowledge is “conditionalized”, in that they
know the conditions under which a given procedure
is to be applied.

 Knowledge of criteria
 Initially, these criteria are likely to appear complex
and abstract to students; they acquire meaning as
they are related to concrete situations and problems.
Examples of this category of knowledge include
 Knowledge of the criteria for determining whether to use
time-domain methods or frequency domain methods in
analysing a given electrical circuit.
 Knowledge of the criteria for determining which statistical
procedure to use with the data collected in a particular
experiment.
 Knowledge of the criteria for determining which
transformation to be applied in a particular signal
processing problem.

Meta-cognitive knowledge
 Meta cognitive knowledge is knowledge about
cognition in general as well as awareness of and
knowledge about one’s own cognition.

Categories of Engineering Knowledge
1.Fundamental Design Concepts: Operational principles of the
devices.
2.Criteria and Specifications: It is necessary to translate the
qualitative goals for the device into specific, quantitative goals.
Design criteria vary widely in perceptibility.
3.Theoretical Tools: Mathematical tools. Physical principles.
Theories based on scientific principles but motivated by and
limited to a technologically important class of phenomena or
even to a specific device.

Categories of Engineering Knowledge
4.Quantitative Data: Descriptive (physical constants) and
prescriptive (how things should be) data.
5. Practical Constraints: an array of less sharply defined
considerations derived from experience in practice,
considerations that frequently do not lend themselves to
theorizing, tabulation, or programming into a computer.
6. Design Instrumentalities: These refer to the procedural
knowledge. Include the procedures, way of thinking, and
judgmental skills by which it is done.

Activities through which engineering knowledge
acquired
1.Transfer from science
2.Invention
3.Theoretical engineering research
4.Experimental engineering research
5.Design practice
6.Production

Fundamental Design Concepts
 A device can perform a variety of tasks by incorporating
memory into it.
 A device that has two well-defined states can be used as a
memory unit.
 Stepping movement can be created through interaction between
two salient magnetic fields.
 An aeroplane operates by propelling rigid surface forward
through the resisting air, thus producing the upward force
required to balance the aeroplane’s weight.

Criteria and Specifications
 Any power converter should have efficiency above 95%.
 A SMPS should not source of excessive electromagnetic
disturbance.
 The measurement of instantaneous power should be accurate.
 The speed control unit for the dc motor should not create
excessive harmonic distortion on the power line.
 The SMPS output should have an output regulation of 0.5%.

Theoretical Tools
 Kirchoff’s laws
 Electromagnetic induction
 p-n junction theory
 p-n-p-n junction switching theory
 Theory of operation of MOSFET
 Laplace transforms
 Fourier Transforms
 Concepts like force, torque, efficiency, feedback, and feed
forward

Quantitative Data
 The voltage across the switching device is 0.1 V.
 Factors of safety.
 Physical constants like acceleration of gravity and Plank’s
constant.
 What does one micron mean when a simply supported beam
reflects under load.
 Properties of substances like failing strength of materials,
electrical conductivity and thermal conductivity.
 Electrical resistance of a human being.
 Engineering standards with regard to absolute values and
tolerances.

Practical Constraints
 The drilling machine available can not drill holes larger than
0.5”.
 The PCB should be compatible with PC motherboard.
 The legend should be written above the switch on the front
panel.
 The indicator lamp should be above the witch.
 The clearances that must be allowed between physical parts in
an equipment for tools and hands to reach different parts.
 The design should be completed within two months.

Design Instrumentalities
 Top-down approach to the design of a product.
 Phasing of development of a product.
 Structuring of an electronic product.
 Design walkthroughs.
 Identify all members of the team early on and include every
member in the group communications from the outset.

Engineering knowledge
 Fundamental Design Concept
 Criteria and Specification
 Theoretical Tools
 Quantitative Data
 Practical Constraints
 Design Instrumentalities

Design Phase
 Design phase consists of
 Determining the Assessment Pattern
 Creating sample Test Items in alignment with Sub-
competencies and Competencies
 Selecting delivery technologies
 Working out an instructional plan and an instructional
strategy
 Preparing Competency/Activity – GA (Graduate
Attribute) Matrix
 Creating the Item Bank
 Creating Assessment Instruments

Assessment Pattern
Percentag
e
Weightage
Internals
Exam
Finals
 Tests/Examinations have
to be designed with
specified weightages to
different cognitive
processes. The
weightages will depend on
 Nature of the subject
 Competencies chosen by
the instructor
 Competencies that the
students are supposed to
acquire before the intended
test

Sessional (internal)
Item Weightage
Quiz 1
Quiz 2
Term Examination 1
Term Examination 2
Discussion 1
Discussion 2
Assignment 1
Assignment 2
Mini Project
Laboratory Experiments
Term Paper/Report 1
Term Paper/Report 2
Presentation

Final (external)
Item Weightage
Mini Project
Term Paper/Report
Presentation
Final Examination

Distribution of weightage
Cognitive
Level
Term
Exam1
Term
Exam 2
Final
Exam
Remember
Understand
Apply
Analyze
Evaluate
Create

 Good learning requires addressing higher cognitive
levels.
 The assessment that determines the quality of
learning.
 Test Items or Assessment Items or simply Items
used to assess the students’ acquisition of the sub-
competencies and competencies.
 They can be either written test items (such as
quizzes and problems) or performance test items
(such as laboratory experiments, projects, group
discussions).
 A Test Item/Assessment Item is a unit that consists
of a question, hints, sample answer, etc. Initially it
will be tagged by the cognitive level and relevant
categories of knowledge.

Delivery Technologies
Sr.
No.
Delivery Technology
1. Classroom with Blackboard/White Board
2. Classroom with LCD Projector
3. Electronic Classroom: LCD projector and Students with
laptops/desktops connected to LAN/Internet
4. Learning Management System
5. Video-on-demand
6. Synchronous distance teaching
7. Blended Learning
8. Others
 Identify the delivery technologies to be used in the
course

Instructional plan
 Instructional Plan consists of identifying Instructional
Units and the Instructional Methods you propose to
use for each Instructional Unit.
 We address a competency by first instructing for
acquiring sub-competencies, and then addressing
the competency using the knowledge and skills
acquired from sub-competencies. For example,
knowledge and skills acquired from C1.1, C1.2 and
C1.3 are integrated in facilitating the students to
acquire the competency C1. The scope of
instructional activities related to each sub-
competency can significantly differ from another.

Instructional Methods
 A large number of instructional methods are
available, and an instructor can innovate. The
choice of instructional methods used will depend on
 delivery technology
 nature of the subject
 experience of the instructor with the given instructional
method
 level/granularity (more than one competency, a single
competency or a sub-competency at a time) of instruction

Instructional methods
 Instructional methods assumed to be commonly
used in engineering courses are
 Lecture
 Simulation
 Synchronous/Asynchronous Discussion
 Tutorial
 Laboratory
 Group Discussion
 Group Assignment
 Group Project
 Term Paper/Report
 Presentations etc.

Instruction plan
SNo. Competency/Sub-competency Group Instructional
Methods
C1.1
C1.2
C1.3
C1
C2.1
C2.2
C2.3
C2

Competencies/Activities – PO Matrix
 The selected program outcomes are met through
instruction related to competencies and activities
(laboratory exercises, miniprojects, reports,
presentations etc.) that address more than one
competency. The C/A-PO matrix presents how
competencies and activities meet the selected
program outcomes.
Comp. PO
1
PO
2
PO
3
PO
4
PO
5
PO
6
PO
7
PO
8
PO
9
PO
10
PO
11
PO
12
C1
C2
Activity
1
Activity
2
Averag
e

Development Phase
 The Development phase builds on both the Analysis
and Design phases. The purpose of this phase is to
select and/or generate learning materials as per the
chosen instructional methods and delivery
mechanisms.
 During this phase one will develop the instruction, all
media that will be used in instruction, and any
supporting documentation. This may include hardware
(e.g., simulation equipment) and software (e.g.,
computer-based instruction).

 Instruction Unit 1
 IU1: Instructional Material
 IU 1: Learning Material
 Selected Learning Material:
 Developed Learning Material:
IU Competencies and Sub-competencies
grouped as Instructional Unit
Instructional
Methods chosen
1.

Implementation
 The Implementation phase refers to the actual
delivery of the instruction, whether it is classroom-
based, laboratory-based, computer-based or a
combination there of. The purpose of this phase is
the effective and efficient delivery of instruction.
This phase must promote the students'
understanding of material, support the students'
mastery of objectives, and ensure the students'
transfer of knowledge from the instructional
setting to the job.

Implementation Phase
 Implement Phase presents specifics of an instance
of offering. The specific elements of Implement
Phase are
 Syllabus
 Resources Planning
 Instruction Schedule
 Assessment Instruments
 Feedback to students after every assessment
 Tracking students

Syllabus
 The components of syllabus are
 Aim of the course: One or two sentences about the what
the students are expected to be able to do at the end of
the course
 Course Overview and Context: Relationship of the course
to the rest of the program, the nature of the course, its
importance to the profession and the approach proposed
to be taken by the instructor as created in the Analysis
Phase
 Competencies of the course: 10+2 competencies as
decided in the Analysis Phase
 Content of the Course as a list of topics

Syllabus
 Learning Resources: Textbooks, References and
annotated Internet Links
 Assessment Pattern: As decided in the Design Phase
 Attendance Policy: The minimum attendance required as
per the College/University requirements and/or the
stipulations of the instructor
 Instruction schedule: Classroom and laboratory schedules
giving specific dates.

Syllabus
 Assignments: The actual assignments that the instructor
proposes during semester including the dates they would
be made available, time by which the students need to
submit, and the nature of assignment (group or individual)
 Evaluation procedures for tests and assignments:
Evaluations procedures and rubrics the instructor
proposes to use for tests and assignments.
 Late assignment submission policy: The instructor’s
stipulations regarding late submissions.

Syllabus
 Make-up examination/work policy: This policy may be
decided by the College/University or by the instructor.
 Citation style for papers: If assignments are in the form of
reports, the citation style to be followed for all the
references used.
 Behavior expectations: Instructor’s expectations of
students’ behavior with regarding timing of coming into
the class, usage of cell phones, mobile internet devices
and laptops etc.

Syllabus
 Academic dishonesty/cheating/plagiarism: These are
generally laid out by the College/ University.
 Instructor and Teaching Assistant contact information:
Information about where, when how the instructor or
teaching assistants can be contacted by the students
outside the classroom for all issues connected with the
course.
 Accommodation of students who are challenged: Specific
support systems available to the physically challenged
students.
 Note: Delete the items that are not relevant to your
course

Evaluation
 Evaluation phase decides whether the course is
effective and satisfies the course objectives. This
phase considers feedback from learners. Evaluation is
done constantly, both during development and
delivery.

02 course design analysis phase

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