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26 juin 2019
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.4995/head19.2019.9330
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info:eu-repo/semantics/altIdentifier/isbn/9788490486610
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/urn/urn:nbn:ch:serval-BIB_E0E718F131160
info:eu-repo/semantics/openAccess , CC BY-NC-ND 4.0 , https://creativecommons.org/licenses/by-nc-nd/4.0/
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M. Laperrouza et al., « Visualizing constructive alignment in the process of course design », Serveur académique Lausannois, ID : 10.4995/head19.2019.9330
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Résumé
Course design in higher education is often approached in a very linear and text-based manner. The paper presents a visual tool in the form of a canvas aimed at accompanying teachers in the design of courses. The canvas can be used in an individual or co-teaching setting. It can be applied either during the conception phase of a new course or to revisit and reflect an existing course. The visual dimension departs from the usual text-based format and ambitions to offer a practical and intuitive approach. It aims at engaging teachers to adopt a prototyping approach in the design of courses. It builds on the various visual modeling tools offered in the fields of business and strategy. The proposed canvas is part of a broader project accompanying higher education teachers in the clarification of their pedagogical intent, in ensuring constructive alignment and in the adoption of a reflexive posture on their teaching experiences.