1. The Self-Directed Guide to Designing Courses for significant learning is a systematic process for designing college courses based on integrated course design.
2. The guide consists of three major phases: initial design phase, intermediate design phase, and final design phase.
3. The key components of integrated course design include situational factors, teaching and learning activities, feedback and assessment, and learning goals. An integrated course ensures alignment between these components.
The article titled "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD provides a useful and systematic process for designing college courses. The author emphasizes the importance of course design in effective teaching and learning and acknowledges that most college teachers have little or no training in this area. The article presents an integrated model of course design that includes analyzing situational factors, formulating learning goals, designing feedback and assessment procedures, and selecting effective teaching/learning activities.
One potential bias in the article is that it assumes that active learning, significant learning, and educative assessment are new ideas in college teaching and learning. While these concepts may be relatively new to some educators, they have been discussed and researched for decades by scholars such as John Dewey, Lev Vygotsky, Jean Piaget, and others.
Another potential bias is that the article focuses primarily on the teacher's perspective of course design rather than considering the needs and perspectives of students. While the author does mention the importance of teacher-student interactions in effective teaching, there is little discussion about how students can be involved in the course design process or how their needs can be taken into account.
The article also makes unsupported claims about the benefits of an integrated course design model without providing evidence or examples to support these claims. For example, the author states that this model provides clear criteria for determining when a course design is good but does not explain how this is determined or provide any evidence to support this claim.
Additionally, there are missing points of consideration in the article such as cultural diversity among students and how this can impact course design. The author also does not explore counterarguments or potential risks associated with using an integrated course design model.
Overall, while the article provides a useful guide for college teachers to follow when designing courses for significant learning, it has potential biases and limitations that should be considered when using this approach.