Building a course prototype
This step helps set the parameters for the development of the course because it specifies what students should specifically be able to do as the result of their taking this course. It is often best to use “action verbs” to state what you want students to learn because they are based on observable actions or products. See the material on Writing Measurable Course Objectives in the Course Design section of our Teaching Guides for more information.
Step 2: Identify the best teaching approaches for the type of learning you want.
This step involves a survey of alternative teaching strategies for helping students meet the goals of the course through the activities that you provide. A starting point for getting some ideas for teaching approaches can be found here in our Teaching Guides.
Step 3. Plan major assignments and exams that will teach and test the learning that you want.
The section of this site on Assessment and Feedback includes information on different types of assignments you might assign students and strategies for providing good feedback.
Step 4. Consider times and spaces for learning.
Teaching and especially learning can take place in many different places and at different times of the day/week, and it is useful to try to vary where and when students experience learning and to build that idea into course development. Learning can occur within the classroom, in the community, in a science lab or clinical setting, in the library, in front of a computer at home or on campus, alone or in an actual or virtual group.