[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-167935-en":3,"doc-seo-167935-105":30,"detail-sidebar-cat-1-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},167935,1099514068035,"Ezra","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",1,17,"Forms","Course Outline Template - Introduction - Checklist and Form for CUSIS Course Catalog","Course Outline Template provides a structured checklist and form for teachers to prepare course catalog entries in the Chinese University Student Information System (CUSIS) and to develop student-facing course outlines. The template maps the course purpose and structure, specifies how learning performance will be assessed and graded, and emphasizes consistency with the university teaching and learning policy. It outlines 17 sections, with sections 1–10 mandatory for course approval in CUSIS and sections 11–17 updated each time the course is offered, covering course code titles, descriptions, learning outcomes, syllabus, components, assessment, readings, and evaluation feedback.","Course Outline Template\nIntroduction\nThe course outline template is provided as a checklist and form for teachers to use in preparing course catalog for inputting to the Chinese University Student Information System (CUSIS) for undergraduate and/or postgraduate courses and for preparing course outline for students. It gives a ‘road map’ or rationale to students about the purpose and structure of the course, and it explains to them how their learning performance in the course will be assessed and graded. It is important that course catalog and outline are consistent with the University’s teaching and learning policy. The 17 sections in a course outline are described below. Sections 1–10 are required in course catalog for course approval; these sections will be stored in CUSIS. Information in sections 11–17 should be provided each time a course is offered additional to sections 1 – 10. Please feel free to adapt this current template format, especially sections 11–17, to suit the needs of your course(s).\n1–3. Course code, English title and Chinese title\nKey points: Provide the basic information about the course code and name of your course at the beginning of the course outline.\nCourse Code:\nTitle in English:\nTitle in Chinese:\nCourse description\nKey points: Explain concisely in your statement(s) what the course is about and how the overall course will support student learning in the discipline(s) of the programme. The purpose of a course description is to provide a holistic view of your course with coherent information for your students. It is useful to give details of the background of the subject: the prior knowledge the students should have, the overall aims of the course, and/or how the course relates to the other courses in the programme.\nCourse description:\nLearning outcomes\nAlthough the term “learning outcome” is often used interchangeably with terms such as “learning objectives”, “educational objectives”,  and “instructional objectives”, there are some differences that are worth mentioning. Learning outcomes are student-oriented, referring specifically to what students are expected to achieve or learn at the end of the course. Objectives are usually used to describe course design in terms of what teachers want to teach or how they view the course as contributing to the content areas covered by the entire programme. Teachers are encouraged to go over these learning outcomes with students in the first session of the course to manage their expectation of what they are going to learn in the course.\nKey point: State clearly what you expect/intend students to achieve. This is usually more helpful than stating what the teacher is planning to teach. Teachers can indicate different levels of students’ expected learning outcomes. The model below may be helpful in distinguishing basic and higher-order desired learning outcomes and formulating different levels of learning outcomes (after Biggs and Tang, 2011).\nBiggs, John B and Catherine Tang. (2011). Teaching for Quality Learning at University What the Student Does. 4th ed. Buckingham: Society for Research into Higher Education.\nLearning outcomes:\n\u000f\nCourse syllabus\nKey point: Highlight the fundamental concepts involved in each topic in order to help students better understand what is and what is not covered in the course.\nCourse components (Teaching modes and Learning activities)\nIndicate the components of the course, including the teaching mode(s), teaching activities and percentage of time for each component / learning activity. Teaching modes may vary from onsite face-to-face, online synchronous, online asynchronous, mixed, blended to hybrid. Details of each mode are attached in Appendix 1. Examples of teaching activities include lecture, interactive tutorial, laboratory, lecture recordings, online exercises, field studies/field trips, etc.\nKey point: Consideration should be taken into regarding “classroom contact hours” and “self-study hours” at course level. According to the Un","cbCaim983H8hhRnZ","https://ap.wps.com/l/cbCaim983H8hhRnZ","docx",295213,13,"English","en",105,"# Introduction\n## Course catalog and course outline purpose\n## Required and optional sections (1–10 vs 11–17)\n## Course code and titles\n## Course description\n## Learning outcomes\n## Course syllabus\n## Course components and learning activities\n## Assessment type, percentage and rubrics\n## Required and recommended readings\n## Feedback for evaluation","[{\"question\":\"What is the main purpose of the course outline template?\",\"answer\":\"To help teachers prepare a course catalog entry for CUSIS and a course outline for students, explaining course structure, purpose, assessment and grading, while staying consistent with university policy.\"},{\"question\":\"Which sections are required for course approval in CUSIS?\",\"answer\":\"Sections 1–10 are required in the course catalog for course approval and are stored in CUSIS.\"},{\"question\":\"How should learning outcomes be handled in the template?\",\"answer\":\"Learning outcomes should be stated clearly from a student-oriented perspective, typically reviewed with students in the first session, with possible differentiation into basic and higher-order levels.\"}]","Course Outline Template - 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