03 course design design phase
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The document discusses the design phase of the ADDIE model for developing an NBA course. Key aspects of the design phase include: 1) Determining assessment patterns, creating sample test items aligned to competencies, and selecting delivery technologies. 2) Developing an instructional plan including identifying instructional units and methods to address competencies and sub-competencies. 3) Creating a competency/activity-graduate attribute matrix to show how instruction meets program outcomes.
03 course design design phase
- 1. Course Design in Context of NBA Dr. Chetan B. Bhatt
- 3. Design Phase
- 4. 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
- 6. Assessment can be formative (it helps the students understand) or summative (it results in a mark) or both Intended Learning Outcomes Assessment Teaching and Learning
- 7. 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
- 8. 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
- 9. Final (external) Item Weightage Mini Project Term Paper/Report Presentation Final Examination
- 10. Distribution of weightage Cognitive Level Term Exam1 Term Exam 2 Final Exam Remember Understand Apply Analyze Evaluate Create
- 11. Creating Sample Test Items
- 12. 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.
- 14. 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
- 16. 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.
- 17. 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
- 18. 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.
- 19. Instruction plan SNo. Competency/Sub-competency Group Instructional Methods C1.1 C1.2 C1.3 C1 C2.1 C2.2 C2.3 C2
- 20. 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