Design thinking applied to teaching - social sciences 1600-SZD-ID-MPN
In this course you will learn how to design a course and plan learning experiences for students. This is an applied course; you will be working on designing a course that you may teach in the future, or work on redesigning a course you have been teaching already. Course design principles will be introduced and explained and will be practiced both in class and in the form of assignments. The result at the end is that you will be able to design courses in which students achieve the learning goals you set, through meaningful learning experiences, making use of the appropriate methods of teaching and assessment.
Learning outcomes
Knowledge | The graduate knows and understands:
WG_02 - the main development trends in the disciplines of the social sciences
in which the education is provided
Skills | The graduate is able to:
UW_01– make use of knowledge from various fields of science, in particular
the social sciences in order to creatively identify, formulate and innovatively
solve complex problems or perform tasks of a research nature, and in
particular to: define the purpose and object of scientific research in the field of
the social sciences, formulate a research hypothesis; develop research
methods, techniques and tools and apply them creatively; make inferences
based on scientific findings
UK_04 - participating in scientific discourse in the field of the social sciences
Social competences | The graduate is ready to
KK_01 - critically evaluating achievements within a given scientific discipline in
the field of the social sciences
Other:
Knowledge | The graduate knows and understands:
a. Are able to design a course in which learning outcomes, teaching methods and
assessment methods are aligned
b. Are able to formulate precise and measurable learning outcomes
c. Are able to plan teaching methods that engage students
d. Are able to use assessment in ways to measure student learning but also to
support student learning
e. Are able to plan and apply AI tools effectively in the course
Skills | The graduate is able to:
a. Explain the constructive alignment for course design
b. Describe the rationale of backwards design in teaching
c. Define the function of formative and summative assessment in the didactic
process
Social competences | The graduate is ready to
a. Monitor and evaluate his/her own didactics/teaching.
b. Are ready to reach for assistance and supervision addressing didactic issues
c. Reflect upon own goals in professional career in didactics
Assessment criteria
All the homework assignments and the final project will be assessed in alignment with
the assumed learning outcomes.
Homework assignments: 15% each, totaling 45% of the final grade.
Final project: 55% of the final grade.
Bibliography
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge.
Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning. John Wiley & Sons.
Means, B., Bakia, M., Murphy, R. (2014) Learning online. What research tells us about whether, when and how. Routledge.
Wiggins, G., McTighe, J. (2005) Understanding by Design. ASCD
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: