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Dr. Dee Fink, founding director of the instructional development program at the University of Oklahoma, offers “Five Principles of Good Course Design.”
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A “good course” is one which meets the following five criteria:
1. Challenges learners to higher-level learning
All courses require some “lower-level” learning, i.e., comprehending and remembering basic information and concepts. But many courses never get beyond this. Examples of “higher-level” learning include problem-solving, decision-making, critical thinking, and creative thinking.
2. Uses active forms of learning
Some learning will be “passive,” i.e., reading and listening. But higher-level learning, almost by definition, requires active learning. One learns to solve problems by solving problems; one learns to think critically by thinking critically; etc.
3. Gives frequent and immediate feedback to students on the quality of their learning
Higher-level learning and active learning require frequent and immediate feedback for learners to know whether they are “doing it” correctly.
4. Uses a structured sequence of different learning activities
Any course needs a variety of experiences to support different kinds of learning goals. But these various learning activities also need to be structured in a sequence such that earlier experiences lay the foundation for complex and higher-level learning tasks in later experiences.
5. Has a fair system for assessing learning
Even when students feel they are learning something significant, they are unhappy if their assessments do not reflect this. Take care that quizzes and similar items are fair, are soundly constructed, don’t include “gotcha” questions, etc.