① LO#1: Learning Activity

Due No Due Date
Points 0

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Identify Your Situational Factors

In Fink's workbook, A Self-Directed Guide to Designing Courses for Significant Learning, he poses the following questions for course (re)design preparation.
Use your journal and/or upload your thoughts as you collect this information.
If you find you do not have the answer(s) but feel it may be relevant to your course, you might seek input from others.

Specific Context of the Teaching/Learning Situation How many students are in the class? Is the course lower division, upper division, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, or in a classroom or lab? What physical elements of the learning environment will affect the class?	General Context of the Learning Situation What learning expectations are placed on this course or curriculum by: the university, college and/or department? the profession? society?
Nature of the Subject Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field?	Characteristics of the Learners What is the life situation of the learners (e.g., working, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals, expectations, and preferred learning styles?
Characteristics of the Teacher What beliefs and values does the teacher have about teaching and learning? What is their attitude toward: the subject? students? What level of knowledge or familiarity do they have with this subject? What are their strengths in teaching?	What additional factors might you need to consider for you, your students, and your course?