In a previous post, I discussed Sadler’s (2005) admonitory observation of aggregating grades as a proxy for outcome attainment. Careful design, however, including signalling which
Category: blended learning
Constructed misalignment – when grades don’t equal outcomes
University-level courses within a program of study are typically designed with a set of learning outcomes. These outcomes represent and identify a suite of skills
Visual program maps help see the gaps
In the last post, I talked about one of the two key considerations in mapping courses to PLOs. In this post, I will discuss the
2 key Considerations in Program Design
In the last post I stated that no course is an island. Every course is part of a bigger picture, part of a deliberate series
No Course is an Island
Lots of learning design focuses on single courses, and that makes a large difference not only to the students who take the course but also
Program design – workshop focus areas
I argue here that the imperative of considered and measured program design has never been so urgent for Australian Universities. The exhortation of the Universities
LEARNING DESIGN by Paul G Moss 