How to write course description
Course descriptions concern the implementation of teaching, and they are used by students when planning their studies. Course planning is tied to degree requirement planning and to planning the selection of minors. The course syllabus describes the teaching in more detail.
Intended learning outcomes (osaamistavoitteet) describe the information, skills and attitudes that the student is expected to possess at the end of the course. As these outcomes are presented from the student’s perspective, they show both what the student is to learn and the level at which the learning should occur. The student learning outcomes should be written in a way that also reflects the institutional learning outcomes or objectives of the degree programme. When the learning outcomes are written clearly and concretely, students are less inclined to feel the workload as burdensome. Note that learning outcomes may also include professional skills.
Student learning outcomes may also serve as the basis for credit transfer decisions.
Workload (by course implementation)
This field should include at least the number of contact hours and independent work. State also whether attendance in the course is compulsory.
The calculation of workload is given in more detail in the course syllabus. Instructions how to determine course workload
A core content analysis may help teachers decide on what content of their courses is the most essential. The choice of the content is based on the intended learning outcomes: which contents are key and support the student’s attainment of the learning outcomes?
Course content may be divided into three parts:
• Must know: essential theories, concepts, models, principles (80% of the time)
• Should know: complements and expands the must know (15% of the time)
• Nice to know: special knowledge (5% of the time)
It is recommended that only the ‘must know’ content be written into the curriculum, whereas the ‘should know’ and ‘nice to know’ are written in the course syllabus and may vary between different implementations of the course.
Assessment Methods and Criteria
The teaching and study methods used should help the student to achieve the learning outcomes. Student learning is supported by having a diverse range of teaching and study methods available, and this adds variety to the studying.
The purpose of assessment is to measure how well students have achieved the learning outcomes. Concrete and evaluative (measurable) learning outcomes facilitate grading and assessment. Assessments may be performed at different stages of a course – beforehand (measuring student starting levels), during (while the course is in progress) or afterwards. The evaluator may be the teacher, the student himself or herself, or another student.
Writing the teaching and study methods (e.g. lectures and project work) and assessment methods (project work, participation in class, examinations, etc.) into the course description of the curriculum is a confirmation that the methods stated will be used in the course.
Descriptions of specific course implementations are written in more detail in the course brochures. The distribution of contact hours (e.g. lectures 12 h, assignments 20 h), the main assessment criteria (‘project work 40%, examination 60%’) and compulsory attendance (‘participation in at least 4 project work sessions’) may vary between different implementations of the same course.
The literature and other materials used in the course and any related additional information.
Supplementary study materials may be stated in the course syllabus as necessary. If you list course literature here, the Learning Centre will acquire it for your students.
Registration for Courses
Registration occurs through WebOodi. The registration periods are described in the vice president’s decision (link coming soon)
NOTE: Any limit on the number of participants and the order in which students are admitted are also stated here.
This field is for other information relating to the course. The field should not contain any information that may be entered in another field.