Course Development

8/13/2019 Course Development

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GUIDELINES AND INSTRUCTIONS

1. Grant eligibility

All RC Colleges and Institute academic faculty members are

eligible to participate in this project. There are various options

for participation:

(i) an individual teacher can take a course that he is familiar

with and develop it using the Constructive Alignment

Framework.

(ii) an individual teacher may team up with a maximum of

three faculty members to apply for this grant. Members of

this team must develop three courses together in order to

receive grants for three persons.

(iii) if two or more teachers teach the same course, they need

to establish a team (maximum of three teachers per team)

and select two additional courses in order to participate in

this project.

2. Funding areas

All Diploma, Associate and Bachelor degree taught courses at

the RC Colleges and Institute

3. Deadline for submission

Rolling4. Application processes

All participants are required to submit a completed

application form to the CDD before starting their projects

(see the application form below). The CDD, in collaboration

with the EDC, will carry out an initial assessment of your

application and notify you of the outcome (i.e., whether it is

approved or needs clarification).

5. How should I start this project? (Tips)

We strongly recommend you to attend the DEL course offered

by the Education Development Center. If you could do nothave a chance to attend it, consider the following tips:

Team up with one of your colleagues who attended the

Design for Effective Learning Course.

Draft your proposal following the submission templates and

guidelines given below.

Arrange a meeting with the EDC to obtain support and advice.

List of suggested reading

Biggs, J. (2003) Aligning teaching and assessing to course objec-

tives. Teaching and learning in higher education: New trends and

innovation.

Nightingale, S., Carew, A. & Fung, J. (2007). Application of

Constructive Alignment Principles to Engineering Education: Have

we really changed? Proceedings of the 2007 AaeE Conference,

Melbourne.Felder, M.F., Rugarcia, A. & Stice, J.E., (2000) The Future of

Engineering Education V Assessing Teaching Effectiveness and

Educational Scholarship, Chem. Eng. Education, 34(3), 198-207

Goel,S. and Sharda, N. (2004).What do Engineers Want? Examin-

ing engineering education through Blooms taxonomy. in 15th

Annual Conference for the Australasian Association for Engineering

Education,(pp. ) Toowoomba, Queensland, Australia, AaEe.

Krathwohl, D.R. (2002). A Revision of Blooms Taxonomy: A Forty

Year Retrospective, Chicago, The National Society for the Study of

Education, 46(4), 452-455.

Lewis, E. (2004), A Challenge to Established Assessment Practice,Higher Education Quarterly 58(1), 43-62.

Oehlers, D and Walker, D (2006) Assessment of deep learning

ability for problem solvers International Journal of Engineering

Education 22(6): 1261-1268

Spector, J.M (2006) A methodology for assessing learning in com-

plex and ill-structured task domains Innovations in Education and

Teaching International 43(2): 109-120

6. When should I have completed my project?

All grantees are required to complete their chosen projects

within a period of 6 months starting from the approval date.

However, extensions can be given in exceptional cases at the

discretion of the CDD.

Grantees must inform the CDD of any change to the course

approved for development in advance. Failure to do so will

affect their eligibility for the grants.

All intellectual property rights and produced documents will

remain the sole property of the RC Colleges and Institutes at

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GUIDELINES AND INSTRUCTIONS

Continued...

Yanbu.

Any publicity relating to this grant which offers information

about RC Colleges and Institutes Course Development Grants

must be approved by the CDD prior to its release.

7. Progress report

Grantees are required to schedule 2 meetings with the

CDD and EDC members to show case progress and receive

feedback if necessary.

A Small Group Instructional Diagnosis (SGID) report on your

chosen course will be provided to you by EDC members to help

you, when developing your course, to take into consideration

the students needs and the following teaching and learning

inputs:

(i) What the teacher is doing well that helps students

learning

(ii) What the teacher is doing that hinders the students

learning

(iii) How to address some of the major issues identified.

8. Project format

Your paper must be typed in Times New Roman font The size of font used in your text should be 12- Titles,

headings and subheadings can be in Times New

Roman 12 Bold.

9. How do I submit my project?

You must submit your project as per the given templates

and instructions. Projects that are submitted using different

formats and templates will not be accepted.

Your project must be submitted in an editable electronic

format, and a hard

copy must be given to the CDD by the given deadline.5. Evaluation process

You project will be assessed as follows:

Touch point 1:

The CDD, in collaboration with EDC members, will make an initial

assessment of your project and give you suggestions concerning

any points that may need to be clarified. If your project reads

well, the CDD will submit it to the evaluation committee.

Touch point 2:

The evaluation committee, which is chaired by the Head of the

CDD and consists of heads of concerned departments, the

program coordinator, the course coordinator if the course is multi-

section, external examiner, and EDC members, will ask you

to conduct a 20-minute presentation, which will be followed by a

discussion of your project.

Touch point 3:

The outcome of your presentation should reveal one of the

following:

Accepted

Minor change required

Major change required

Resubmission

Touch point 4:

Complete the sustainability report (one semester afterimplementing your course)

N.B. You are strongly encouraged to familiarize yourself

with the evaluation criteria of Constructive Alignment.



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Department :

Program:

Specialization :

Course Title

Course Level

(Tick the appropriate course)Bachelor: Associate: Diploma:

Course Description

Pedagogical Justifications

Course Developer (s)

Name (s) Email Mobile

Head of Departments

Remarks

Head of CDDs Approval Accepted

Course has

already been

selected

Application Date

Approval Date

N.B. The six-month completion period for your project will start from the approval date

Application Form for Course Development Grant



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SUBMISSION TEMPLATES

Section A: Your Teaching and Learning Context

What is the current state of the College/Institute in terms of training? Who is involved? Who holds influence?

Why is the program offered? How does it fit with the current needs of industry? What do graduates and graduate employers say about

your program?

What are current industrial needs and trends? How are these influencing the ongoing development of your program?

Who are the program stakeholders and how are they involved?

What are the program expectations of this course? How do they fit within the program as a whole? What are the connections?

How are learners involved in the development of the program?

N.B. Your answers to the questions in section A should fill a minimum of five pages. If your answers fill less than five pages, this will adversely

affect the decision as to whether or not your project/proposed course is accepted.



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Section B: Learner Characteristics

Complete the table below about your learners characteristics

Learnercharacteristics

Implications (- i.e., the design of theproposed course.) for learning

Age range

Cultural and genderdiversity

Motivations

Orientations to learning

Conceptions of learning

Learning skills /expertlearners

Subject knowledgebackground



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Section D: Alignment Table

Course Title:

LEARNING OUTCOMES (LO):

Write down each LO. Identify

the level of each outcome with

reference to Blooms Taxonomy.

LEARNING ACTIVITIES:

What will students be asked to do that

specifically helps them to progress

toward meeting this learning

outcome?

AESSESSMENT ACTIVITIES:

What assessments (or parts of

assessments) will target this

learning outcome specifically?



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Section E: Blooms Taxonomy analysis

Ways of Learning Cognitive Processes

Not in

Course

1. REMEM-

BER

2. UNDER-

STAND3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE

At which

level is each

of the

following:

Objective

Learning

Activities

Assessment

Tasks



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Ways of Learning : Cognitive Processes

Ways of Learning Cognitive Processes

Where on the grid is

each of the follow-

ing:

Not in

Course1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE

Learning Out-

comesLearning Activities

Assessment Activi-

ties

Factual

Knowledge

(terminology; techvocab & facts; basic

elements)

Conceptual

knowledge

(classifications,

generalizations,principles, theories,

models, structures)

Procedural

knowledge(discipline spe-

cific algorithms,

techniques, skills,

methods)

Metacognitiveknowledge

(General strate-

gies for thinking &

learning; strategic

knowledge when

& how)

TypesofKnow

ledge



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Section D

Syllabus

(Course Specification)



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R O Y A L C O M M I S S I O N C O L L E G E A N D I N S T I T U E S A T Y A N B U

SYLLABUS (COURSE SPECIFICATION)

INSTITUTIONDEPARTMENT

COURSE IDENTIFICATION & GENERAL INFORMATION

Program (s) in which the course is offered :

Course Code : XXX 0000 Course Title : Credit hrs :00

Faculty member responsible for the course NAME ROLE

Teacher

Program Coordinator

Course Coordinator

Subject Matter Expert

Head of Dept.

Level/year at which this course is offered

Certificate Vocational Associate

Bachelor Masters

Professional Special Prog.

Year at which this course is offered

Prep Year Second Year Third Year

Fourth Year Fifth Year

Pre-requisites for this course (if any)

Co-requisites for this course (if any)

Location if not on main campus:

COURSE DESCRIPTION

Courses Contribution to Program and College/Institute Goals



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COURSE OBJECTIVES

Upon successful completion of this course, the students will be able to :

INTENDED LEARNING OUTCOMES IN THE DOMAINS OF LEARNING

For each of the domain of learning shown below indicate:

The knowledge or skills the course is intended to develop

A list of teaching strategies to be used in the course to develop that knowledge or skills

Assessment methods to be used in the course to evaluate learning outcomes in theconcerned domain

KNOWLEDGE AND UNDERSTANDING

i. Description of theknowledge and

understanding to beacquired

ii. Teaching strategies tobe used to develop that

knowledge andunderstanding

iii. Methods of assessmentof knowledge and

understanding

acquired

COGNITIVE SKILLS

i. Description ofcognitive skills to be

developed



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ii. Teaching strategies to

be used to develop

these cognitive skills

iii. Methods of assessmentof students cognitive

skills

INTERPERSONAL SKILLS AND RESPONSIBILITY

i. Description of theinterpersonal skills and

capacity to carry

responsibility to be

developed


be used to develop

these skills andabilities

iii. Methods of assessment

of students

interpersonal skills andcapacity to carry

responsibility

COMMUNICATION, INFORMATION TECHNOLOGY (SOFTWARE) AND NUMERICAL SKILLS

i. Description of theskills to be developed

in this domain


be used to develop

these skills



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iii. Methods of assessmentof students numerical,

IT and communicationskills

PSYCHOMOTOR SKILLS (IF APPLICABLE)

i. Description of thepsychomotor skills tobe developed and the

level of performance

required

ii. Teaching strategies tobe used to develop

these skills

iii. Methods of assessmentof students

psychomotor skills

COURSE COMPONENTS (TOTAL CONTACT HOURS PER SEMESTER)

Lecture Laboratory Tutorial Practical/Fieldworkshop/Internsh

ip

Other

FORMS AND SCHEDULE OF ASSESSMENT TASKS DURING THE SEMESTERAssessment tasks Forms of assessment:

(formative/summativeWeek due Feedback methods Proportion of

final assessment%

%

%

%

%

%

%

%



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STUDENT SUPPORT (i.e., Availability of teaching staff for individual student consultations and academic advice) For example,

teachers are available for consultation (outside class hours) for 10 hours a week, approximately 2 hours per day.

TOPICS COVEREDWeek List of topics Contact

Hours1234

5678910111213141516

LABORATORY OUTLINE (IF ANY)Week Laboratory Exercise Contact

Hours1

23456789101112131415161718

TEACHING & LEARNING RESOURCESRequired Textbooks

Title Author(s) Publication year Edition Publisher



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Your project will be assessed on the basis of the following criteria

Your project will be assessed on the basis of the following criteria

Items Task Achievement Task Description

A Showed a clear understanding of histeaching and learning context.

He must demonstrate a clear understanding of the Colleges overallneeds, culture and resources; the reasons for offering current programs

and their alignment with the needs and trends of industries. He must

also demonstrate a conceptual understanding of the stakeholders in

the chosen program and how they are involved. What are the program

expectations of this course? How do they fit within the program as a

whole? What are the connections? How are learners involved in thedevelopment of the programme?

B Demonstrated a clear understanding of

the RC Colleges and Institute learnerscharacteristics and pedagogical needs.

He must show a clear understanding of RC Colleges & Institutes

students prior knowledge, experience, attitudes, motivation, culture,orientation to learning and the implications of this background for

designing effective teaching and learning courses at RC Colleges &Institutes.

C Showed a conceptual understanding of his

programs aims and the course objectives,

and the alignment between them.

He must give a clear explanation of the intention (aim) of the program

and its alignment with the aim of the selected course.

D Demonstrated constructive alignment

between learning outcomes, learningactivities and assessment practices.

The designed teaching activities must target the learning outcomes

through supported and related activities, and the assessmentpractices must be constructively aligned to the learning activities

assumed in the intended learning outcomes.

E Learning activities are student-centered,

flexible and comprehensive.

The set of activities should be designed to develop individuals into

self-growers; they should encourage collaborative learning, the use ofcritical thinking, questions and self-assessment; they should promote

and balance between in-class and out-of-class activities; they shouldcater for individual needs and lead to the achievement of the intended

learning outcomes.

F Assessment practices are innovative and

enhance learning.

The design of assessment practices must be flexible and should

help students to reflect on their own learning progress. It should

evaluate deep learning, rather than superficial completion of trivial,

unconnected tasks. Students should find their assessment supportiveand the evaluation of their work fair.

G Opportunities for formative feedback are

effective and timely.

The design structure should support learners and allow them to

achieve an appropriate level of independence and self-assessment.

H Showed appropriate integration of

technology into the chosen course.

He must incorporate a wide range of technological tools in the

course in order to enhance the teaching and learning processto

support the four key components of learning: active engagement,

participation in groups, frequent interaction and feedback, and

connection to real-world experts.

I Designed useful teaching and learningresources for the chosen course

He must design useful teaching and learning resources for thechosen course. These resources entail classroom notes, PPT, test

bank, etc. Most importantly, teaching and learning resources must

be constructively aligned with intended learning outcomes, teaching

and learning activities and assessment tasks.



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CONTACT US

Curriculum Development Department

Curriculum Development Department

Administration Building, 1st Floor,

Room # 214 Yanbu Industrial College,

P.O. Box, 30436 Yanbu Industrial City,

Kingdom of Saudi Arabia.

Tell: + 966 (4) 394 -6106

Mobile: +966 555 99 7817

Email: [email protected]

Documents

Course Development