ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book is situated on the premise that unit designers will engage with peer feedback through the act of designing a unit. It recommends that they generate a response first based on their experience as a learner, or a teacher or both, before seeking input or feedback for their response. The book highlights the importance of curriculum alignment through coherent course and unit design. It turns to planning for unit design evaluation. The book also provides a rationale for developing the strategic rationale for a unit will require unit designers to identify the individuals that they will talk with, to get their perspectives for defining the scope for the unit. It considers questions and examples to guide unit designers’ self-evaluation in the process of designing a unit.
