ECON 1901 students examine a wide range of microeconomic concepts about markets and market behaviour and learn how to apply them to a variety of contemporary issues. Students develop a depth of knowledge in topics including demand and supply analysis, consumer theory, production and costs, market structure, market efficiency and market failure.
I worked on this project in 2020 and 2021, my third year at TRU. ECON 1901 development was delayed because the SME wanted to use a simulation software for assessment. To integrate the software with Moodle, I needed to apply for TRU’s Privacy Impact Assessment (PIA); the process took time, and it was eventually determined that we wouldn’t be able to use the software for this revision. We then had to have a new look at how to design assessments for the course. The ECON 1901 development team was experienced in online course delivery and curriculum development. We used an open textbook for the course, which is now ZTC (Zero Textbook Cost). The team met regularly in online meetings, providing feedback, support, and discussing ideas and improvements to the course. Once written, I worked with copyright, editing, and production teams to get the course ready for students.
Criteria | |
Planning 1) Documents provide evidence of best practice in instructional design by considering project goals (from EPC documents and brief reports), target audience, delivery methods, learning outcomes, assessment, learning activities, resources, etc. (See meeting notes and blueprint for details.) All elements of planning must be included. ECON 1901 Evidence of Planning: Planning Meetings: ECON 1901 planning process started with development team introductions and planning messages, in which we clarified the rationale for the major revision, and looked for a good time to meet as a group. I also discussed layout and technology options with the developer. The OL and campus course outlines were inconsistent, and we worked with the chair of the department to align the course learning outcomes for the new blueprint. I shared student curriculum feedback with the SME so that we could make data-informed improvements to ECON 1901 during the major revision. I provided blueprint templates and worked with the team on planning course content, activities, and assessments. | Any evidence which contains personal identifiers is password protected and only accessible to members of the performance review committee. |
Pedagogical Guidance 1) Provide templates and other resources and supports 2) Outlining different pedagogical approaches and best practices in using technology and media 3) Provide constructive feedback or commentary to the SME on the content, pedagogical approach of activities and assessments ECON 1901 Evidence of Pedagogical Guidance: With most development groups, I approach pedagogical guidance in similar ways. I spend a lot of time with the groups in the beginning, planning, blueprinting, and introducing everyone to our processes. We exchange many iterations of the first unit, creating a prototype for later units. Once we are all in agreement about the plan and the prototype, I step back and give space to the SMEs focus on writing and content, one unit at a time, watching and making sure the project is progressing in accordance to our best practices, answering questions, and scheduling meetings as needed. After the writing stage is complete, I take all the units and combine them together into one full course, building the navigation heading structure, checking for consistency, learning outcome alignment, adding instructions. I share the full course with the group and then we work together on the final adjustments, seeing the finished course as a whole. ECON 1901 followed my usual approach, but was a little different because the plan to use simulation activities and assessments didn’t come to fruition. When we learnt that we couldn’t use the simulation software, we had to change plans when the course was already almost finished. Despite the disappointment, the team rallied and developed engaging assessments. The developer embraced a recommendation to include interactive formative H5P activities throughout the course, and recorded short videos to further explain difficult concepts. Please see evidence of pedagogical discourse and guidance here. | |
Attention to Detail 1) Substantive editing (provide draft documents with comments/track changes) 2) Cohesive design (all elements/resources are connected) 3) Ensuring the accuracy of the course content ECON 1901 Attention to Detail: Accuracy of course content and cohesive design evidence can be found in the working module documents along with pedagogical guidance. The many H5P exercises and activities in this course needed the most attention to detail, along with readings, which were a bit more difficult to get from the developer and to production for scanning during Covid-19 lockdowns. | |
Project Management/Teamwork/Leadership 1) Familiarize SME with OL processes and project scope 2) Coordinate OL media, IP process, OL resources, editing, production (Process documents provide evidence of attention to all aspects of the development process (e.g., tracking of third-party items, coordination of media, etc. as relevant). 3) Manages schedule and timelines 4) Contributes effectively to a collaborative team environment 5) Provides leadership and encouragement that promotes successful project completion 6) Steps taken to resolve issues or problems affecting course development project ECON 1901 Project Management/Teamwork/Leadership: I familiarized the ECON 1901 development team to the SME and OL processes and project scope during the planning stages of the project, provided information throughout, and kept in touch with the developer as the course was going through editing and production. Please see this page for evidence of coordination with OL media, IP, Editing, Resources, and Production. The evidence in section also speaks to managing schedule and timelines, and collaborative team work. The proposed usage of a simulation software also gave me an opportunity to learn more about TRU’s privacy impact assessment processes. |
Course Component | Criteria |
Course Guide and OLFM Guide | Course Guide and OLFM Guide templates have been used and adapted as needed. |
Course Structure | Course Structure: 1) The overall course is structured in a logical, consistent, sequenced, and efficient manner. 2) Student and instructor workload is appropriate and reasonable for the level and number of credits for the course. 3) Instructions are clear, include rationale for activities and assessments, and provide seamless connections between the various elements in the course for the student. |
Learning Outcomes | Learning Outcomes: 1) The course learning outcomes are measurable and reflect the course description and level of the course. 2) The module/unit learning outcomes are measurable and consistent with the course-level outcomes. 3) The learning outcomes are appropriately designed for the level of the course. |
Assessments | Assessments: 1) The types of assessments selected measure the stated learning outcomes and are consistent with course activities and resources. 2) Specific and descriptive criteria (rubrics, marking schemes) are provided for the evaluation of students’ work and participation. 3) The assessment instruments selected are sequenced, varied, flexible, and appropriate to the content being assessed. 4) Sufficient and varied opportunities for formative feedback are provided. |
Learning Activities | Learning Activities: 1) Learning activities are tied directly to the learning outcomes and assessments. 2) Activities are appropriate to course modality. 3) The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. 4) The instructional materials are free of bias, culturally inclusive, and provide flexibility and choice. 5) Learning activities foster student-instructor, student-content, and if appropriate to the course, student-student interaction. 6) The requirements for student interaction, if applicable, are clearly articulated. 7) Learning activities provide scaffolding opportunities for building foundational knowledge and skills within the course. |
Media, Tools, IP, Resources | Media, Tools, IP, Resources: 1) Resources, including media and educational technology tools, support the learning activities, and are appropriately chosen to deliver the course. 2) All third-party materials are identified, cited and permission requested if necessary. |
The major revision of ECON 1901 presented its own challenges that were connected to assessment, and the course was amended after its pilot offering in 2022. Overall, student reception of the course design and content is favorable. Please see full student evaluation here.