Checklist

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  • Get insight into the students’ prior capacities
  • Formulate the learning outcomes that you want the students to reach after finishing your course
  • Determine the requirements of the real-life assignments so that they align with the learning outcomes
  • Determine the intended role of the case owner

 

  • Decide how to find case owner(s) and real-life cases (students themselves, course coordinator, team Society Based Education)
  • Have a first meeting with the recruited case owner(s) before the start of the course
  • Inform the case owners about the following subjects: o Sort of project desired in the course (scope, topic, type of results)
    • Costs and hours required by the case owner (commitment)
    • Role of the case owner in the learning process
    • What the case owner can expect from the learning process and outcome of the students
    • Whether the case of the case owner will be carried out, or if there is a change that the case will not be selected by you or the students
  • Decide how students are matched to the cases (students compose their own groups, students select their own cases by reading a project description/meeting case owners or course coordinator forms the student groups)
  • Ideally make sure there will be student groups with a size of 4-6 students
  • Decide if you need extra expertise via an external source (e.g., academic advisor)
  • Within a society engaged learning process a combination of various learning activities can be used, ranging from activities to transmit knowledge towards students constructing their own abilities through a learning environment that cultivate deep and meaningful learning.
  • Select learning activities that are aimed to help the students to reach the intended learning outcomes
  • 5 broad learning activity categories are: setting the scope of the real life assignments, interaction with the case owner, working in a group, sharing of the results, and reflection
  • Select appropriate formative and summative assessment methods
  • Decide if and how the case owner has a role in the assessment process of the students
  • Monitor during the course if the case owner(s) are satisfied with the process and the results
  • Discuss lessons learned, impact and future collaborations with the case owner(s) at the end of the course
  • While designing your course decide on your evaluation methods to collect feedback from students and case owners
  • While implementing your course use reflective practice models to document your lessons learned at each step of the SBL design tool
  • Improve your course design, the coordination process, the teaching practices, the learning process and engagement of students and case owner(s) based on the gathered learnings

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