Curriculum Design

Curriculum Design

The Instructional Development team helps faculty, instructors, and graduate students with their pedagogical needs through individual consultations, group workshops, online courses, and university-wide events.

We offer

  • Assistance with course (re)design, learning outcomes development, in-course assessments, blending/flipping the classroom, gamification, and teaching/class-management challenges
  • Help finding, using, adapting, and creating open educational resources (OERs)
  • Support for indigenizing and internationalizing the curriculum
  • Online self-instructional units for skills/knowledge development (e.g. Copyright 101, How to Teach Online 101)
  • Links to useful faculty resources

Contact us to see how we can help you!

Open Education Virtual Lab and Science Resource Directory

"The BCcampus Open Education Virtual Lab and Science Resource Directory lists free science resources designed to support remote science education. This directory is updated as new resources are identified. Note that, while all resources in this directory are free, not all are open. Resources that carry Creative Commons or otherwise open licences are clearly labelled."

Select "Contents--> Resources+" in the upper left to open the menu for a range of STEM disciplines.

10 Principles for Effective Learning

Decorative: Light bulb with many coloured bubbles coming off it

 

"Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory" (pdf) "provid[es] practical guidance on how to design learning experiences for our new high technology environments," expanding on "ten learning principles [that] illustrate how recent research integrated with traditional principles of pedagogy and instructional design can enrich our understanding of thinking and learning processes."

Backward Design: What Will Students Remember in 20 Years?

Three steps of backward design: 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences & instruction.

 

"What Will Your Students Remember From Your Class in 20 Years?" (post) makes a case for backward design (beginning course planning with the desired end goals in mind) based on feedback from several years of asking faculty a simple question: "Twenty years from now, what do [you] hope students will remember from [y]our courses?"

1. The Faculty Responses

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