Abstract
The description of individual course units is herepresented as a privileged way to improve course quality byfostering teacher reflection. To that end, the paper presentsa structured way to specify the several parts that composethe course unit descriptions. The most important parts aremade strongly interconnected as a way to maximizecoherence and force additional reflection during coursedesign. The paper presents a concrete template that expandsthe recommendations and course unit data present in theECTS User's Guide. Besides including the usual coursedata, the template guides the course designer towards thespecification of several alignments between the data. Thesealignments make the course unit descriptions self justifyingand internally coherent. Additionally,, a grading strategy isbriefly presented and the intended learning outcomes areclassified according to the European QualificationFramework for Lifelong Learning.
| Original language | English |
|---|---|
| Pages (from-to) | 71-75 |
| Journal | International Journal of Engineering Pedagogy |
| Volume | 3 |
| Issue number | NA |
| DOIs | |
| Publication status | Published - 1 Jan 2013 |