1- Which are the three main components of course design?

1. Learning objectives, what skill will they learn?

2. Course activities, what activities will they do in order to achieve the learning objectives?
3. Assessment, how will students’ comprehension or application of the course materials be
assessed?

2-Why should quality learning objectives be written?

1. To focus on behavior, a good learning objective should provide a description of what the
students should do or are able to do, using a clear action verb is the best way to ensure
that you can measure or assess this behavior later.
2. Quality learning objectives should also state the conditions under which the student is
expected to perform the behavior.
3. Quality learning objectives should focus on the learner. Writing objectives that stress
student behavior, comprehension or performance will ensure that students remain the
center of your course design efforts.

3- What does it say about course activities?

1. It is important to stablish activities that engage students in learning applying and

practicing content knowledge, skills and values. Researchers suggests that course activities
should be as active as possible to facilitate learning. According to Myers & Jones, active
learning provides opportunities for students to meaningfully talk and listen, write, read
and reflect on the content ideas, issues and concerns of an academic subject. In other
words, students learn through multiple methods and could practice process and even
assess what skills and knowledge they are learning students also tend to retain the skills
and knowledge they have learned actively.

4- What does it say about assessment?

1. Assessment can take various forms, writing assignments, oral presentations, exams,
quizzes, and projects. Using a combination of various assessment tools will allow students
to demonstrate their learning throughout the course in a range of ways. Before a major
assessment such as a midterm or final exam, students should have multiple in-class and
out-of-class opportunities to practice and apply what knowledge or skills they have
learned or are expected to know or do in the course.

Write down the tips given by the lecturer.

1. Make sure that your learning objectives, course activities and assessment all fit together
cohesively.
2. Think about short term such as a daily class and long term such as weekly or quarterly
learning objectives. If you begin planning your course with quality learning objectives,
other design components like activities and assessment will fall into place.
3. Avoid writing learning objectives, instructors often use verbs that are vague or hard to
measure.
4. Make sure that the course activities fit both with the learning objectives and prepare
students for assessment.
5. Not all assessments need to be graded, but if you do grade an assignment make sure you
use a rubric to communicate your expectations and keep your grading assessment.