Towards best practice in course design: A case study of flexibility and collaboration between users and developers in supporting process with technology

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    Abstract

    This paper reports on the development of an evidenced-based method guiding the review, design and development of higher education courses (programs), supported by a bespoke, purpose-specific software platform. It describes the outcome of a five-year process of development for both the method and for the supporting technology, where feedback was obtained from stakeholders across the institution, evaluated and enacted. The paper describes the best practice approaches embedded within the method, as well as the underlying theory bases and the procedures that contributed to the evolution of the current product. The lessons learned by the project team can inform others in similar higher education contexts thereby avoiding the pitfalls described.
    Original languageEnglish
    Article number6
    Pages (from-to)1-16
    Number of pages16
    JournalJournal of University Teaching and Learning Practice
    Volume16
    Issue number1
    Publication statusPublished - 2019

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    title = "Towards best practice in course design: A case study of flexibility and collaboration between users and developers in supporting process with technology",
    abstract = "This paper reports on the development of an evidenced-based method guiding the review, design and development of higher education courses (programs), supported by a bespoke, purpose-specific software platform. It describes the outcome of a five-year process of development for both the method and for the supporting technology, where feedback was obtained from stakeholders across the institution, evaluated and enacted. The paper describes the best practice approaches embedded within the method, as well as the underlying theory bases and the procedures that contributed to the evolution of the current product. The lessons learned by the project team can inform others in similar higher education contexts thereby avoiding the pitfalls described.",
    author = "Elizabeth Thomson and Gregory Auhl and Philippus Uys and Denise Wood and Dallas Woolley",
    year = "2019",
    language = "English",
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    journal = "Journal of University Teaching and Learning Practice",
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    AU - Woolley, Dallas

    PY - 2019

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    AB - This paper reports on the development of an evidenced-based method guiding the review, design and development of higher education courses (programs), supported by a bespoke, purpose-specific software platform. It describes the outcome of a five-year process of development for both the method and for the supporting technology, where feedback was obtained from stakeholders across the institution, evaluated and enacted. The paper describes the best practice approaches embedded within the method, as well as the underlying theory bases and the procedures that contributed to the evolution of the current product. The lessons learned by the project team can inform others in similar higher education contexts thereby avoiding the pitfalls described.

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