"Designing into the Unknown": Harnessing the Promise of Flexible Course Design

Autor/inn/en	Boyd, Diane E.; Andersen, Kent; Ludwig, Lew; Jasperson, Amy E.
Titel	"Designing into the Unknown": Harnessing the Promise of Flexible Course Design
Quelle	In: Change: The Magazine of Higher Learning, 53 (2021) 5, S.33-40 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2021.1963153
Schlagwörter	Instructional Design; COVID-19; Pandemics; Higher Education; Teaching Methods; Learning Processes; Communities of Practice; Computer Mediated Communication; Professional Associations; College Faculty; Educational Development; Futures (of Society); Online Courses; Blended Learning; Teacher Attitudes; Teacher Collaboration; Faculty Development; Teacher Workshops; High Stakes Tests + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Community; Computerkonferenz; Fakultät; Bildungsentwicklung; Future; Society; Zukunft; Online course; Online-Kurs; Lehrerverhalten; Lehrerkooperation
Abstract	With the return to on-campus learning in progress, recalling how higher education responded to the COVID-19 pandemic poses a challenge. Back in March 2020, many university leaders thought returning "to normal" (now a phrase almost as maligned as "unprecedented") was a matter of weeks--not months or years. The short-sighted certainty of the initial response as a brief pivot soon morphed into a mixture of horror and uncertainty about how to respond to the larger public health crisis and its consequences for higher education. Collaborating at scale with 200 colleagues and via an iterative learning community conversations, the authors confronted anxieties, frustrations, and new ways of seeing course design and inclusive teaching and learning. The authors shared what this immersive process brought forth at a January 2021 Association of American Colleges and Universities (AAC&U) panel entitled "Threshold Concepts in Online and Hybrid Course Design" in the form of three insights about flexible course design: community is co-created with, between, and centered on the whole student; effective assessment is an ongoing conversation; and good teaching requires continuous reflection and recalibration to authentically enact values. Following a brief description of the summer 2020 workshops, this article elaborates on these insights and considers their implications for teaching and educational development in a postpandemic future. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01