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Course Design Reflection Journal

The document outlines a reflective journal template for participants to document their learning after each module of a course design program. It includes prompts for reflection on situational factors, learning outcomes, assessments, and active learning strategies. Participants are encouraged to consider how their insights can inform their course design and teaching practices.

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wintermae
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26 views2 pages

Course Design Reflection Journal

The document outlines a reflective journal template for participants to document their learning after each module of a course design program. It includes prompts for reflection on situational factors, learning outcomes, assessments, and active learning strategies. Participants are encouraged to consider how their insights can inform their course design and teaching practices.

Uploaded by

wintermae
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

DESIGN YOUR COURSE - TIME FOR REFLECTION

Direction: At the end of each module, participants have Time for Reflection. Please use this sheet to
keep a journal of your reflections.

Module 1: Situational Factors Analysis

a. What did you learn through the process of identifying situational factors for your course?

b. How might the information gathered help you design your course?

Module 2: Identifying Significant Learning Outcomes

a. How can these learning outcomes help you design your course?
b. What did you learn through the process of formulating your Significant Learning Outcomes for
your course?

Module 3: Formulating Educative Feedback and Assessment

a. What did you learn through the process of creating assessments, criteria and standards for your
course?
b. How can these products help you design your course?
Module 4: Selecting Teaching and Learning Activities

a. What is the most important thing you've learned about active learning so far?
b. Why does this strike you as important? That is, what did you previously know, experience, or
believe that makes this idea a striking one? (Does the idea support, refute, or modify your
previous knowledge, experience(s) or belief(s)?)
c. How might you integrate this new knowledge/idea into your teaching in the future?
d. Which, if any, of the four active learning strategies we've experienced today might be useful in
your own teaching?
e. What is there about this strategy or these strategies that appeals to you or makes it/them seem
appropriate?
f. How might you use these strategies in the course?

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