Thinking back to the backward design reading . . . as instructors, we know every decision about what we do in our courses is intentional; we know why we do it and the care that went into those decisions. And yet the reasons behind every reading, video, assignment, discussion, and exam we include are often opaque to our students. Making our thinking about our course design transparent is a way to give meaning to the learning experiences we design and help students find meaning in what they are doing in our courses.
As a comment, write a response to the following questions as if you are writing or speaking to your students when you teach your ZTC course:
- Why are you redesigning your course with no-cost materials?
- What do you want your students to know about that choice?
Then reflect on:
- What other areas of your course might benefit from more transparency?
