COURSE DESIGN

Group 8

1. Annisa Risky Ramadhani

2. Eka nurohmah
3. Eva sujatmi
4. Fina Puji Astuti
5. Laska aulia oktavian
6. Luluk Muzayyanah
Effective Course Design
Effective course design includes the following key elements:

• Determining what you want your students to learn and how

you will measure what they are learning; and

• Selecting a set of activities, assignments, and materials that

will help you lead these students in their learning.

At the end of this workshop, instructors should be prepared to produce a

syllabus which:
• Articulates specific aims and objectives for a course in their field
• Identifies the relationship between course objectives, course content,
and sequencing of material
• Demonstrates how teaching effectiveness is related to student
assessment and course objectives
• States clearly defined mutual expectations
• Is clear, coherent, and comprehensive
 A Useful and Effective Syllabus
1. Requires reflection and analysis before instruction begins
2. Provides a plan that conveys the logic and organization of
the course
3. Includes content, process, and product goals
4. Provides students with a way to assess the whole course
its rationale, activities, policies, and scheduling
5. Clarifies instructional priorities
6. Defines and discusses the mutual responsibilities for the
instructor and the students in successfully meeting
course goals
7. Allows students to achieve high degrees of personal
control over their learning
8. Is much more than a practical document, it has
conceptual and philosophical components
9. Serves as a contract for learning
 Instructional Design & Course Planning: A Systemic
Approach
A systemic approach to course design and planning includes five (5) steps):

Analyzing:
a) The situational context of your course:
• The conditions of your teaching situation
• The characteristics of the students (both
student organization and grouping)
• The resources at your disposal

Planning:
a) The course content
b) The course syllabus
• The course objectives (Formulating your
course and what your students will
learn)
• The student learning ououtcome
Conducting:
• Selecting appropriate and effective teaching methods
• Ongoing classroom assessment of your students' learning

Assessing:
• The course at mid-term
• The course at the end of term

Reflecting on your teaching

Course design includes the following "Instructional Commonplaces"
• Learner
• Teacher
• Subject matter
• Social milieu (learning context)
• Evaluation
 Analyzing

Conditions of your teaching situation:

What official need(s) is the course to fulfill? e.g.:

•Meet the needs of the labor market?

•Satisfy the requirements of a national accreditation organism?
•Update old content and respond to important developments in a modern field?

What is the course's scope within the general program of study? (How does
your course begin? Why does it begin and end where it does?

The requirements of subsequent cocourse

The characteristics of your students:
• Diverse academic profiles? (the courses they have taken; the content and
pedagogical organization of the previous courses)
•The degree of homogeneity of the enrolling students
•Their professional (and personal) expectations of the course
•Do the students know each other, and have they worked together previously?

The resources at your disposal:

•Technological support [IT support] for web-based teaching, for multi- media
instruction, or for distance learning?
•Use of "smart rooms?
•Departmental (or university) support for field trips or out of class activities?
•Honoraria for guest speakers?
 Planning

initial questions to ask when determaining course

content :

What are the core schoolary, or scientified, or field-specific findings and

assumptions ?

What are the main points of arguments ? What are the key bodies of
evidence ?

What is the context of the course within the large curriculum framework ?
 Planning (cont’d)

(initial question to ask when determaining course content : )

• Established course or new?

• Level of course (1st year ? Upper division?graduate level?)
• Is the course reguired or elective ?
• Based on textbook and/or course pack ?
• Requirse activies outside of class?
Planning : course content

Be clear about what is most worth knowing (what do

students need to known in order to derive maximum benefit
from this educational experience )

• describe the content that students will be required to known

• provide content that might be of interest to a students who
wants to specilize in this are
• Develop a conceptual framework (theory, theme, controversual
issue )to support major ideas and topics
 Planning : course materials

Selecting pertinent course materials

what do you and your students do as the course unfolds

About what do you lecture and discuss, or present as case

studies ? what is left up to the students more generally ?

What are the key assignments or students evaluation ?

 Developing course objectives
General objectives : A course objective is a
simple statement of what you expect your
students to know .
Determaining the objectives is the most
important aspect of course planning( Ask your
self “ what the students need to know in order to
derive maximum benifits from this educational
experience ? What educational outcomes do I
want a graduate of this course to display ? )
 Developing Course Objectives
(Cont’d)
Course objectives are based on various learning modes (the AVK Model of
learning):
~Hearing (Audio), as in lectures, seminar and discussion sections.
~Seeing (Visual), as in reading and observing.
~Doing (Kinesthetic), as n performance, practical and laboratory work
(which may involve taste and smell as well).
(Students learn in highly individual and complex combinations of AVK).

Each discipline and subject has its own “AVK”, requirements, but
incorporating some A, V, and K learning into your course syllabus not only
makes for a more interesting class but, pedagogically speaking, also helps to
maximize the learning potential of each student.
Developing Course Objectives (Cont’d)
Verbs that can be used to help construct concrete objectives for
your class.
Analyze appreciate classify collaborate
Compare compute contrast define
Demonstrate direct derive designate
Discuss display evaluate explain
Identify infer integrate interpret
Justify list name organize outline
Report respond solicit state
synthesize
 Example of Course Goals
• Discern the differences between personal writing and
writing for academic and other audiences, and show
awareness of and aptitude with voice and style appropriate
for these audiences.
• Understand the relationship of the visual to the textual;
learn to “read” images.
• Integrate technology in a rich and meaningful way into the
research and writing process.
• Encourage students to write for a “real world” audience
beyond the classroom, if possible for campus or local
publication.
 Actual Examples of Course Goal Statements
(for you to evaluate)
“Fin de sicle {sic} 1800, 1900, 2000; three modern turns in mythic National
Cultures”

We will see how each era privileges certain classes of texts, defines the
individual, the citizen, and the human in particular ways, inscribes that
individual into the public sphere of the nation through education and other
institutions, and offers a vision of history that legitimizes or challenges the
groups identity. We will learn as scholars how to situate central text of
culture within precise, illuminating historical, sociological, and
narratological contexts, in awareness of how ideological premises become
naturalized by disiplines, theories, and institutions adapting them to the
service of the nation, as well as by the characteristic “order of texts”
(Chartier)– a set of textual or artifactual “performances” that disseminated
those ideologies.
 Actual Example of Course Goal Statements
(for you to evaluate)
Fundamental of Cognitive
Neuropsychology
Principles of Psychology
The goal of this course is to provide a
broad, general introduction to
psychology, which is the scientific
study of behavior and mental
processes. You should emerge from the
course with an increased awareness of
the broad range of phenomena
investigated by psychologist and with a
greater ability to understand and
critique psychological research. Spesial
emphasis will be placed on applying
psychological principles to everyday
life.
In this course, we first will examine
traditionally-defined topics in cognitive
psychology (e.g., visual perception, attention,
executive function, memory motor control,
language, consciousness), and address: (a) how
available cognitive theories have shaped the
investigation of cognitive disorders in brain
damage patients, and (b) how the resulting
neurological data has shaped (or reshaped)
cognitive theory. Although the focus of this
course will be on findings from studies of
cognitive disorders in patient with localized
brain damage, we will also seek converging
evidence from complementary techniques that
allow examination mind-brain relationships in
normal individuals, including functional
neuroimaging (e.g., PET, Fmri) and
neuromonitoring (e.g., ERP)
 Actual Example of Course Goal Statements
(for you to evaluate)
• Corporate Finance
This course provides an introduction to the modern theory
and practice of corporate finance.
• Marketing Management
The goals of this course are to introduce you to the
substantive and procedural aspects of marketing management,
and to sharpen your critical thinking skills.
• Strategy and Organization
The primary objective of this course is to help you learn to
diagnose management situations so that you will be able to
transfer this skill to your work experience.
Definition of a Syllabus
A Syllabus is “a document which says what will be learnt”. It can also be seen as
“a plan of what is to be achieved through teaching and learning, identifying
what will be worked on in reaching the overall course aims and providing a basis
for evaluating students’ progress”.

EAP Syllabus
As Jordan (1997) suggests, needs, aims, means (i.e., the teachers, materials,
equipment, facilities, time and finance), and variables and constraints (i.e.,
limitations of the means) are the important factors which should be taken
into account in designing an EAP syllabus. As described previously, one of the
main purposes of a syllabus is to break down the materials into manageable
units. This breakdown, as Hutchinson and Waters (1987) assert, should be
based on a number of criteria. Jordan (1997) suggested three broad headings
in this regard: content or product (focusing on the end result), skills, and
method or process (focusing on the means to an end).
THANK YOU