Stages of course development. Methods of pedagogical design: ADDIE, SAM, ALD, etc. Backward design. Language course design.
4
Goals and outcomes
The purposes and intended outcomes of the course. What students need to do or learn to achieve these goals.
5
Environment analysis
Analysing the givens of the situation. Consideration of resources and constraints. Making sure that the course will really be suitable, practical and realistic.
6
Needs analysis
Researching the learners. Using a variety of means to identify their necessities, lacks, and wants.
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Principles
Conceptualising the content. Using research on language teaching and learning to guide decisions on curriculum design.
8
Content and sequencing
Identifying the language items, ideas, skills and strategies that meet the goals of the course. Choosing the form the syllabus will take.
9
Format and presentation
Finding a suitable format and presenting material. Advantages and disadvantages of face-to-face, online, and blended learning. Exploring instruments and technologies for a course implementation.
10
Assignments and assessment
Assessing how well the set goals / objectives are achieved. Assignment and grading information. Rationale for assignments. The role of revision.
11
Evaluating the course
Using self-evaluation. Student and peer evaluation processes. Designing a course checklist or course rubric.
12
Coursebook
Advantages and disadvantages of a coursebook. Coursebook evaluation and selection. Adapting course materials.
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Technologies
Initiating, implementing, and sustaining the integration of new technologies for course design. Choosing effective instruments and practices.
14
Motivating learners
The motivational role of the syllabus. Making the syllabus and course more engaging. The role of design and teaching philosophy.
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Design considerations
The way in which the content is communicated. Tone, language, visuals, and the overall organisational structure of the course.