PED-131.2200 Course Design Autumn 2022
Topic outline
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Learning Outcomes: After this module you are able to
- recognize different types of assessment methods
- select appropriate assessment method for your course and justify your choices
- choose and apply teaching methods supporting your learning outcomes
- identify the connection between study wellbeing and assessment and workload
A) Individual assignment:
Course plan version 3.0 DL 11.11.2022 (Find your group's Course Plan -forum under Peer groups and activities -topic on the left). This is the version (3.0) that your peers (2 persons) are going to give peer feedback on. Peer feedback DL will be 25.11.2022
B) Group assignments:Before your group meeting:
- Familiarize yourself with given reading material (below), according to your group!
- Optional: Watch the videos (below): Unips-video: Assessment; Unips-video: Teaching Methods
In the meeting together with your group use the FLINGA (https://edu.flinga.fi/s/E6Z9JJ7) to reflect the teaching and assessment methods, based on the videos (optional), your readings and your experience. Write in a way that others can learn from your notes! DL 16.11.2022Also in the meeting, start writing your group's case (DL will be 25.11.). More information about Case-working in Group's own area (Peer groups and activities, on the left)-
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Read Norton, L. Assessing student learning. pp. 132-149 in Marshall, Stephanie, Ketteridge, Steve, Fry, Heather. 2009. A Handbook for Teaching and Learning in Higher Education : Enhancing Academic Practice.
You can find the e-book from Aalto library (click the title).
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Read: Marshall, S., Ketteridge, S., & Fry, H. (2009). A Handbook for Teaching and Learning in Higher Education : Enhancing Academic Practice (Vol. 3rd ed). New York: Taylor & Francis [CAM].
1) Chapter 6: Lecturing to large groups (pages 58 - 71)
OR
Chapter 7: Teaching and learning in small groups (pages 72 - 84)
AND2) One of the chapters (the most suitable for you) from Part 2 Teaching in the disciplines (pages 213 - 466) -
Additional, optional material: Hyppönen, O. & Lindén, S. (2009), Handbook for teachers: course structures, teaching methods and assessment URL
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Read the chapters ”Time is an essential prerequisite for learning” (pp.9-13) and ”What is the real workload?” (pp. 13-18) In Give me time to think (Karjalainen, Alha & Jutila). https://www.oulu.fi/koulutuspalvelut/julkaisut_ja_materiaalit/erillisjulkaisut/give_me_time_to_think.pdf
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‘Time is not enough.’ Workload in higher education: a student perspective, Higher Education Research & Development, 33:4, 684-698, DOI: 10.1080/07294360.2013.863839.