When a teacher has designed, or redesigned his course he will be satisfied if ……..

Other reasons to be satisfied are

What can a teacher do to design and develop such a course? This will depend on the specific situation of the teacher. If teacher only want to change some assignments, he or she is often helped with some useful examples of comparable assignments. Maybe he or she has helped with a short discussion about the relations between the learning objectives and these assignments: are these assignments relevant for the formulated learning objectives.

The complete other situation is if the teacher should design a new course or introduce instructional changes in an existing course. However, the teacher has no clear idea how he should approach this task. Teacher could decide to follow a systematic and creative instructional design process, to study some good practices, to study relevant parts of learning theories to find consequences for his course, or a combination of these.

In this book, I tried to describe the instructional design activities the teacher can follow to solve the design and development task in different practical situations.
In the second part of this book I tried to apply in curriculum development. In curriculum development the curriculum committee will study the same learning theories but the product they have two things is quite different from a course.

 

 

 

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