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Learning journey

Student-centered syllabus

Prioritize human interactions by addressing students’ values and inviting them to participate in building the syllabus document.
Pedagogy
Collaborative Learning
Learning outcome
Prep time
Intermediate (10-30 min)
Activity type
Learning Journey
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Why this learning journey?

Learning journeys are multi-step course templates based on active learning for different target learning outcomes. This journey will help you with:
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Promote student autonomy

As students are actively involved in building the syllabus, they feel more motivated to actively take charge of their learning and development.
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Empower meaningful interactions

With plenty of opportunities for interactions such as online discussion, active class meetings, group work, and syllabus development, students can engage in meaningful interactions with peers and teachers.
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Promote an inclusive and safe learning environment

Stating the diversity statement right at the beginning of the course signals to students that instructors truly care about every learner, which makes students feel safe and welcome.
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Activity setup

Student-centered syllabus

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Activity steps

Step 1: Build a student-centered syllabus

Instructors create a syllabus with a statement highlighting what values they want to deliver in the course (e.g. inclusion – making students feel safe and welcome in the learning process). Students are also asked about their expectations and personal goals for the course, which are combined and integrated into the syllabus. For every assignment, the text should be written in plain language and the deadline should be set at 10 pm instead of 11:59 pm to encourage clarity and ensure student well-being.

• ASYNCHRONOUS • INDIVIDUAL

Step 2: Syllabus explanation

Instructors upload the syllabus to the Interactive Document tool and add questions and discussion points to help guide students and encourage them to voice their expectations on respect.

• ASYNCHRONOUS • INDIVIDUAL

Step 3: Video quizzes

Before the in-class session, students need to watch a video and complete a quiz based on the video content. This can be issued using the Quiz tool.

• ASYNCHRONOUS • INDIVIDUAL

Step 4: In-class meeting

The class meeting encourages active learning, where students work through real-time activities, ask questions, get feedback, and engage with peers and faculty. Students also work in small groups to solve a problem.

• SYNCHRONOUS • CLASS

Step 5: Online discussion forum

Students are encouraged to share their questions or thoughts in an online discussion forum to receive timely answers from both teachers and their peers. This helps create an engaging learning community where students can learn from each other and feel safe to share their opinions. The forum can be facilitated using the Discussion on Topic tool.

• ASYNCHRONOUS • CLASS

Step 6: Assignment completion

Using the input from video quizzes and class meetings, students work on a final deliverable (presentation, report, essay, etc.) and then submit it to the Assignment Review tool to receive feedback from instructors. To add flexibility for students, instructors can use the Grant Extension feature of assignments.

• ASYNCHRONOUS • INDIVIDUAL

Step 7: Evaluate group members’ contributions

Students engage in group feedback based on the collaboration skills criteria within the Group Member Evaluation tool. This helps to develop their collaboration, critical thinking, and self-regulatory skills, by seeing how they can improve and set goals for where to go from here based on their feedback.

• ASYNCHRONOUS • INDIVIDUAL

Step 8: Follow up on unfair comments

Instructors go through students’ comments in the group evaluation step and identify out-of-the-ordinary situations (conflicts, misunderstandings, etc.) in the group assignments and the group evaluation step.

• ASYNCHRONOUS • INDIVIDUAL

Step 9: Students reflect on their performance

Students reflect on the learning process, what they have learned, and which skills they have developed. This step is supported by adding a reflection step within the group evaluation step or using the Self-Assessment tool.

• ASYNCHRONOUS • INDIVIDUAL

This template uses

Assignment Review

Meaningful teacher feedback to nurture a growth mindset

Discussion on Topic

Meaningful learning interactions to nurture critical and reflective thinking

Interactive Document

Student-Content engagement to stimulate student success

Quiz

Low stakes assessment to improve knowledge uptake

Self Assessment

Multilevel assessment to stimulate deeper learning

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