Use the ABC method to plan a semester or a course

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   STEP 1: Learning objectives and learning definition.

   

   To create an overview of what the course or semester must contain, you must start by filling out a learning design overview, as shown above. The challenge here is to explicitly define one's learning objectives and grading criteria for the course, along with other considerations. If you use the ABC method to plan your semester in cooperation with other educators, the step to clearly define your goals makes sure that all of you are working toward the same end.

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   STEP 2: Storyboarding of learning activities.

   

   In order to start creating an overview of your course or semester, it is necessary to create a storyboard where the different time periods are decided. In the example above we have provided three different seminars with transitional periods, and project/exam period at the end – that is to say a whole semester. If you use the ABC method to plan your course as opposed to a semester, the designated times that you put on your storyboard will naturally look different and the units shown may represent smaller periods of time.  

   
   After the storyboard has been made the various types of leaning are put on the color-coded cards on the storyboard, so an overview of the entire period is made. The colored cards make it easy to spot whether the various phases of teaching needs variation or if there may be types of learning that has not yet been incorporated in your teachings. In that case, the cards can act as a catalyst for a more varied teaching. Maybe the type of learning connected to a phase of the teaching can be swapped for another?  

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   STEP 3: Specification of the learning activities

   

   When the first overview has been made and adjusted, the cards can be flipped. On the other side it is clarified which learning activities may be connected to the various types of learning. Every card contains two columns: one with the conventional method and one with digital alternatives. This makes it easy to decide whether the teaching should be with physical attendance or take place digitally. It provides ample opportunity for the educators to be flexible – in the case of sickness, or other obstacles, the teaching can quickly be changed to a digital class, or vice versa.

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   STEP 4: The placement of evaluations

   

   The fourth step revolves around considering where in the plan your evaluations should take place. In the illustration above the evaluations are marked with starts and you can decide whether an evaluation should be formative or summative and mark this with different colored stars. Evaluation can also serve as an opportunity to rethink some, or all, of the storyboard – is it living up to the expectations of the educators and the students? Is there something that should be changed or reconsidered?  

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   STEP 5: Revisiting the learning design overview.

   

   When a course or semester is created via the ABC method, it may be advantageous to revisit the overview of the leaning design and thereby make sure, that the purpose of a course/semester matches the execution of it. Maybe the learning goals and the assessment goals should be adjusted, because a new and exciting way of doing things was acquired? Or maybe you were too preoccupied with planning exciting sequences for the semester that the goal was lost in the process? In both cases, some adjustment is needed so the students may achieve the highest possible amount of learning. 

   
   That’s it! Now you are ready to start on your goal oriented, varied and flexible educating.

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   Further information

   To find further information on the ABC method you can visit the website abc-id.org, where material and information may be found. The material has been translated to many different languages, so a language barrier is not an obstacle to start using the method. You can also find direct help by contacting CDUL.