Types of Course Content (2024)

FAQs

What are the examples of course content? ›

Course Content in this policy means all materials developed for the delivery of a particular course. This includes, but is not limited to, lectures, visual material, lab manuals, class discussions, assignments, and exams.

Any informational material that is required for participation or understanding content such as assigned readings, video recordings, exams, and any other material needed for learning.

Specify the level of expertise or background knowledge required. Outline the main topics, themes, or modules covered in the course. Provide enough detail to give readers a sense of the subject matter. Describe the instructional methods used, such as lectures, discussions, hands-on projects, or group activities.

Determine course content.

Determine whether there is a consensus concerning the necessary topics by obtaining previous course syllabi and discussing potential topics with colleagues. Refine your list by considering your course goals and the characteristics of your students.

Learning content describes the resources used to develop skills and knowledge to enable your team members to perform more effectively. Content is endlessly available around us. Current estimates suggest that 1.145 trillion Megabytes of data is created daily, so most of the content you need has already been created!

Course goals are broad, general statements of what you want your students to learn. These are larger, overarching descriptions of outcomes for which verbs like “appreciate” and “understand” are appropriate. A sample course goal might be “Students will understand the effect of global warming”.

Modules are where you upload your content using existing training materials, such as PowerPoint slide decks, Word/PDF documents, SCORM, and video. These types of modules are known as On-Demand modules. To track offline training, you would create an In-Person module. Courses are comprised of one or more modules.

Context is the circ*mstances, conditions, and background within which development, learning, and application take place. Learner and instructor characteristics, the learning environment, and just as importantly, the environment in which learners will use their newly acquired knowledge and skills, make up context.

Should students choose their course content? ›

When students get to make decisions about their learning, it can be powerfully motivating. In any environment that requires attendance, there's a significant risk of disengagement.