Designing a Learning-Centred Course Programme
See the step-by-step guide below
Introduction
Contemporary higher education is moving increasingly clearly from a teaching-centred approach towards a learning-centred paradigm (Karm & Karu, 2024). This means that the focus is no longer primarily on what and how the lecturer teaches, but on what and how the student learns and what demonstrable learning outcomes the student achieves. A course programme is not merely an administrative document, but a learning design tool that helps create a coherent and comprehensive learning experience for the student
Students create meaning through the interaction of existing knowledge and new experiences, and their development requires opportunities for analysis, application and reflection. Reflective learning plays a particularly important role in adult education, where the learner connects theory with practice and critically makes sense of their experiences (Mezirow, 1997).
Consequently, a course programme cannot be designed linearly as a list of topics. Instead, it must follow the logic of backward design: first, the learning outcomes to be achieved by the student are formulated; next, it is determined how their achievement will be assessed; and only then are the learning activities that lead the student towards achieving the learning outcomes designed.
This logic is often described as constructive alignment, in which learning outcomes, learning activities and assessment form an interconnected system. When this alignment is absent, a situation may arise where students are expected to demonstrate analytical or application skills, but teaching and assessment support only the reproduction of knowledge.
An important characteristic of a learning-centred course programme is also the student’s active role, because the lstudent is not a passive recipient but a co-creator. This means that learning activities require participation, discussion, experimentation and reflection, and assessment is not only a measurement of results, but also a process that supports learning (formative assessment). For example, courses that include reflection journals, practical assignments and experiences related to the learning environment (e.g. study visits) support deeper learning because they enable students to connect theoretical approaches with personal and professional experience.
In summary, designing a learning-centred course programme means a conscious design process in which:
- the starting point for planning is learning, not teaching;
- learning activities create conditions for active and meaningful learning;
- choices are guided by learning outcomes;
- the lstudent is involved in designing the course programme;
- the achievement of learning outcomes is assessed.
Such an approach changes not only the structure of the course, but also the quality of learning, moving from superficial knowledge towards deeper understanding and professional competence.
Step One - Information from the Course Description
When starting to design a course programme, it is important to know that 1 ECTS is 26 hours of work for the student, and that for an average course, 1 ECTS accounts for 21 working hours for the lecturer for teaching.
Create a course programme for yourself and then enter the information into Ă•±őł§ as well. To do this, find the course description card for your course in Ă•±őł§. It contains the course code, title, volume, assessment method, objectives, brief content description and learning outcomes. This information forms the basis for creating the course programme.
Enter the information into the . A commented is available to help you.
Step Two - Volume, Target Group, Study Form
Analyse the factors guiding the course planning from the student’s perspective:
- course volume (ECTS / number of hours);
- target group (lstudents’ prior knowledge, level, language proficiency, cultural background, etc.);
- study form (contact, online, hybrid);
- the place and role of the course in the study programme (compulsory, elective or open elective course, links with other courses, preliminary courses, etc.).
Step Three - Planning Course Activities
Check whether some activities have already been specified in the course content through the course objectives, brief description or learning outcomes (e.g. an activity, assessment method, number and duration of meetings). If so, place them among the activities in your course programme.
Step Four - Links to Learning Outcomes
Learning outcomes are the results that students are expected to achieve, that are assessed, and that teaching contributes to achieving. Learning outcomes are knowledge, skills and attitudes acquired as a result of learning, the presence and/or level of achievement of which can be demonstrated and assessed. Learning outcomes are described at the minimum level required for completing a study programme, module or course. Achievement of learning outcomes above the minimum level is differentiated through assessment (Kumpas-Lenk et al., n.d.).
Analyse the learning outcomes of your course: look at the activities described by the verbs used in the learning outcomes. For example, if a learning outcome states that the student “distinguishes between types and depth of reflection”, this directs you to choose methods through which the student can learn to distinguish between types and depth of reflection.
The can help.
Step Five - Setting the Focus
Formulate the core of the course — what exactly is it that, taking the student into account and considering the other courses, you need to focus on in your course (e.g. the most important theories, threshold concepts, competencies, key skills, attitudes, values).
The can help.
Step Six - Planning Assessment and Feedback
Once the previous steps have helped you clarify the student’s needs, the given input and the focus of your course, you can start planning assessment and feedback.
The purpose of learning-centred assessment is for the student to learn; therefore, the following are important in the process:
- supporting the student’s development;
- guiding learning;
- providing feedback on the student’s progress/development;
- developing attitudes towards self-development;
- developing critical thinking skills.
Assessment should support a rich learning experience and promote deep learning.
Learning-outcome-based assessment is an assessment approach in which the student’s performance is assessed on the basis of the extent to which the student has achieved previously formulated learning outcomes.
Assessment must be designed so that students have the opportunity to demonstrate achievement of the learning outcomes.
ALL learning outcomes must be assessed, and in order to achieve a positive result, the student must have achieved all learning outcomes at least at the lowest described level (pass or grade E). Therefore, we start by describing the criteria at the minimum level.
We assess achievement of learning outcomes, not attendance, behaviour, comparison with others, activity, etc. Achievement of learning outcomes is measured on the basis of agreed criteria.
There are many different assessment possibilities, including:
- self-assessment;
- peer assessment, including reciprocal assessment;
- participatory assessment;
- analytical assessment;
- holistic assessment;
- summative assessment;
- formative assessment, etc.
The verb used in a learning outcome indicates the activity that the student must perform in order to demonstrate achievement of the learning outcome (e.g. analyses, evaluates, relates, defines, applies… means that the student must be able to analyse, evaluate, relate, define or apply), and opportunities must be created for this purpose.
Assessment Methods
Assessment methods must be purposeful and enable the student to demonstrate precisely the knowledge, skills and attitudes formulated in the learning outcomes. The selected assessment method must support meaningful assessment of the learning outcome.
For example, a case analysis method makes it possible to assess the extent to which the student analyses situations, connects theoretical approaches with practice, evaluates different solution options and draws justified conclusions.
In addition to being purposeful, assessment methods must be feasible for the student, realistic in terms of time, substantively assessable by the assessor, and as objectively measurable as possible. Even in differentiated assessment, it is not always necessary to assess all learning outcomes in a differentiated manner if this is not appropriate given the nature of the learning outcome or the purpose of assessment.
The choice of assessment method depends primarily on the learning objectives, learning outcomes and assessment criteria. At the same time, the time required for assessment by the different parties (student, lecturer, possible partners), available resources and the possibilities of the learning environment must also be taken into account.
Some examples:
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Assessment methods do not need to be as numerous as the learning outcomes — one method can also measure several learning outcomes. For example, a written case analysis can measure analytical skills, making connections, the use of professional language, academic literacy, ethical values, referencing, etc., provided that these skills are important in the core of the particular course and are included in the assessment criteria.
Assessment Criteria
- are described in the indicative mood and show the level that the work/activity being assessed must meet;
- accompany the assessment methods;
- depending on the method, refer either to the process or to the result;
- in differentiated assessment, include grading criteria (e.g. in the form of a matrix);
- in the summary of each topic, the connection with the learning outcomes should be made visible, thereby supporting a coherent structure of learning.
Start formulating the criteria from the minimum level and move upwards, because the minimum level shows what the student has learned and at what level! The minimum level must be achieved by the end of the course.
1. Verb in the learning outcome — what does the student do?
Shows the specific activity that the student must be able to perform.
Example: analyses, compares, justifies, prepares.
2. Target for which we choose a suitable assessment method — what exactly does the student do?
Specifies what the activity is directed towards.
Example: analyses a research article; prepares an action plan.
3. Adverbs specified through the assessment criteria — how does the student do it?
Describes the quality or level.
Example: prepares an action plan based on three scientific sources, using correct referencing, relying on model X and using three professional expressions, etc.
4. Context — in what situation?
Specifies the conditions or situation.
Example: prepares an action plan based on three scientific sources, using correct referencing, relying on model X and using three professional expressions in a simulated work situation / as independent work within a given time frame / during group work in the classroom / in a digital environment using specified tools, etc.
Assessment criteria enable you to set the focus precisely where it is necessary, taking the core of the course into account. Therefore, consider the criteria carefully and formulate them clearly so that students understand what they need to do and how they need to do it to achieve the learning outcomes. For a better explanation of assessment, it may be useful to prepare , bringing together all information related to assessment.
Feedback
The purpose of feedback is to support the learning process and the student’s development by helping the student to understand their strengths, areas for development and further learning opportunities. High-quality feedback gives the student a clear overview of the extent to which the learning outcomes have been achieved and how to further develop their knowledge and skills.
The objectives of feedback may include:
- supporting the student’s self-analysis and development of reflection skills;
- guiding the student to recognise their strengths and development needs;
- providing clear information about the level of achievement of the learning outcomes;
- motivating the student to participate actively in the learning process;
- helping the student plan the next steps in learning and self-development;
- supporting the quality of the learning process and the effectiveness of learning;
- creating a basis for meaningful dialogue between the student and the lecturer.
Some possibilities for providing feedback:
Effective feedback is timely, specific, understandable and supportive of learning, and is clearly linked to the learning outcomes and assessment criteria. Therefore, feedback must be planned as part of the learning process, rather than at the end, when it can no longer help the student within that particular process. Studies have shown that students often do not read feedback provided after assessment.
In the assessment process, assessment is carried out according to the assessment criteria. Feedback may provide added value, but it cannot form the basis of assessment.
Read more about .
Step Seven - Agreements on the Use of AI
To formulate the conditions for using AI in the course programme, use the model below.
The model presents levels of AI use and example statements that help you consider and clearly describe how the use of artificial intelligence is permitted, restricted or expected in the course. The model can be used to determine whether and how students may use AI, for example, to generate ideas, plan their work, produce text, obtain feedback or complete an assignment in its entirety. A comprehensive worksheet with instructions is available .
Step Eight - Selecting the Teaching Methods
The final step is to choose an activity or method that will help students achieve the intended learning outcomes.
A teaching method is a tool through which the lecturer can create a learning-supportive environment where the student can gain different experiences and learn actively, and through which the lecturer can plan, guide and provide feedback on learning.
When selecting teaching methods, the following are taken into account:
- learning objectives;
- learning outcomes;
- the specific characteristics of adult learners;
- the previous experience of students and the lecturer in using different learning methods;
- coherence: learning content, student, lecturer, learning space.
When planning activities for meetings, follow the three-stage teaching model:
Congratulations!
You have completed the initial course programme!
Now all that remains is to discuss the most important topics with the students at the first meeting, establish agreements for smooth cooperation, adapt what has been written according to the students’ needs, reflect continuously, and analyse your activities at the end of the course.
If you have any questions, you are welcome to contact the Centre for Learning and Teaching. Feel free to get in touch at cynne.poldaar@tlu.ee!
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