Checklist
Click to unfold the sections
- 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: 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
If you like this, share with your colleagues.
Do you have suggestions?
Contact us at : [email protected] or Fill out this form
You are done. Great job!
0 Comments
Add your comment