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
Category: Learning design
Gen-AI: If you fall behind, you die
There’s an old adage in teaching, that you only have to be one day ahead of the students. Obviously, that’s an unsustainable approach, but every
Courses for courses?
Can a master’s degree course be taught using the same course as a bachelor’s degree course? With just different outcomes and assessments? This practice seems
Embedding Reflective Practice in Learning Design Projects
Reflective practice is essential for continuous improvement in learning design. This article explores the importance of incorporating structured reflection into project scopes to evaluate the
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
LEARNING DESIGN by Paul G Moss 