Aligned Course Content
Course content and learning activities form the largest portion of course design and can include hard-copy resources, online resources (e.g., websites, e-books, open educational resources, articles, videos, podcasts), in-class activities, and online activities (e.g., using educational technologies or interactive learning activities). Content and learning activities should build the knowledge and skills required to achieve the CLRs and should offer opportunities to practice the knowledge and skills being measured in the assessments. Learning activities offer learners opportunities for instructor- and peer-feedback and self-reflection on their progression in the course.
Questions to Guide Development:
- What guided learning experiences and instruction will learners need in order to be successful in the assessments? How will this be planned and organized over the course term?
- How will in-class instruction expand on the knowledge gained from the course content? How will connections be made between prior knowledge, new content, and personal experience?
- If the course is hybrid, are the learning activity(ies) for the hybrid hour(s) clear? Do they build on or prepare students for in-class content?
- What information and resources will be provided to learners to support their learning? Is content being present in multiple methods (I.e., other than slideshows, such as audio, video, or images)?
- Is the course content AODA compliant and accessible to all?
- Is content being incorporated that is inclusive of marginalized groups and diverse perspectives?
- Will access to or cost of required resources be a potential barrier to learners? Are open-educational resources or other resources from the Algonquin College library being included?
- How will learners engage with peers in multiple methods (in-class activities, online discussions, group collaboration, etc.)?
- Are there ungraded opportunities for feedback from the instructor and/or from peers?