Campus Units

Education, School of, English

Document Type

Conference Proceeding

Publication Version

Published Version

Publication Date

2017

Pages or Article Number

19778

Abstract

Communication and information technologies continue to evolve and provide new opportunities for continuing education for working professionals in the field of engineering. As the number of online continuing education courses continues to increase, the need for evaluation of the efficacy of them also increases. Applying backward design principles (Wiggins & McTighe, 2011) into the course design and development ensures the efficacy of continuing education courses and programs.

This paper aims to provide in-depth descriptions of the employment of backward design principles in design and development of courses. Detailed steps of the framework can be applied to any online continuing education course to achieve course outcomes, to ensure efficacy through design and development, and to maximize the impact of the online courses in engineering education.

Paper describes the framework to design and develop of an online continuing education course on Cost Engineering. First, it outlines the analysis of the learners’ needs in the field of Cost Engineering. Second, the paper provides details on the steps taken to design the course. It specifically describes (1) how the course outcomes and objectives were written based on the analysis of learners’ needs; (2) how course learning activities and assessments were determined to achieve the intended learning outcomes and objectives; and (3) how the course content was constructed to successfully complete the learning activities and assessments in the course. Third, the paper describes the development and implementation of the course in the learning management system. Particularly, it explains (1) how the course activities and assessments were created and implemented; (2) how the course materials were prepared with stakeholders; and (3) how the visual identity of the course was designed with Universal Design Principles.

The paper concludes by providing lessons learned from user feedback and directions for future development of the online continuing education courses using backward design principles.

Comments

This proceeding is published as Iino, Hiro, Pinar Melek Celik, and Bryan Alan Lutz. "Applying Backward Design Principles to Online Continuing Education Course Design and Development for Working Professionals." Paper ID #19778. 2017 ASEE Annual Conference & Exposition, June 24-28, 2017. Columbus, OH. https://peer.asee.org/27601. Posted with permission.

Rights

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.

Copyright Owner

American Society for Engineering Education

Language

en

File Format

application/pdf

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