Documentation:Course Design Intensive/Facilitators Guidebook/CDI Learning Outcomes

From UBC Wiki
Jump to: navigation, search

In course design, as with other design practices, form follows function. The function or purpose of a well designed course is to support learning. Effective course design follows from that function and is a process of identifying the essential understandings at the heart of the course and then aligning learning outcomes, assessment approaches and learning resources and experiences to guide learners toward enduring understanding. Learner-centered course design considers how the course may be experienced from a learner's perspective and plans accordingly.

Beyond the outcomes that have been defined for the course, we hope the "enduring understanding" that will remain with you is that course design both influences and is influenced by learning.

Learning Outcomes

Over the three days you will be working to envision your course from a learner's perspective and design the components of a course plan that can be further developed and used to create a learning centered course syllabus.

By reflecting on your course and engaging with your peers and with the course activities, you will have an opportunity to achieve the following outcomes:

1. Approach the design of your course from a learning centered orientation.

2. Apply principles of alignment to develop learning outcomes and to select assessment methods and learning activities.

3. Assess various learning activities and technologies for their value in supporting the learning outcomes you have developed and propose how they may be incorporated into your course design.

4. Engage in peer learning as a means of enhancing your teaching practice and student learning.


Day 1 Learning Outcomes

Theme: Building a Context: Starting With the “Why”?

Essential Question for Day 1: Why might students care about my course?'

By the end of day 1, you should be able to:

  • Explain how the backward design concept applies to the design of your course
  • Articulate big ideas for your course
  • Describe a learner-centered approach to teaching
  • Begin to consider how to incorporate learner-centered design into your course
  • Offer and integrate feedback on course plans in progress.


Day 2 Learning Outcomes

Theme: Defining the “What”: Aligning Outcomes, Evidence & Assessment

Essential Question for Day 2: What counts as evidence of understanding?

By the end of day 2, participants will be able to:

  • Identify and articulate at least 4 learning outcomes for your course that are learning-centered.
  • Identify and implement principles of alignment into your course design, and appreciate the iterative nature of course design.
  • Articulate the difference between auditive and educative assessment and their impact on learning.

And will have:

  • Completed Parts 2 and 3 of the Course Design Working Doc: Outcomes, Evidence and Assessment.
  • Started to work on their course design plans using the 3 Column Course Planning Doc or another approach that makes it easy to assess alignment between outcomes, evidence, assessment methods and learning activities.
  • Begun to develop an assessment plan for your course by identifying how students can demonstrate their attainment of at least two of your learning outcomes.

Day 3 Learning Outcomes

Theme: Exploring the “How”: Possibilities for Engagement

Essential Question for Day 3: How do I create an environment that supports the learning I intend?

  • Explore examples of learning activities and teaching strategies that have potential for addressing identified learning challenges.
  • Articulate a course description to inspire and inform learners.

By the end of day 3, participants will have:

  • Shared a learning activity/strategy with the group, and learned about several others that could be adapted to fit your context.
  • Adapted a learning activity that has potential for addressing your identified challenge and aligned it with learning outcomes and assessment processes.
  • Articulated a brief learner centered course description for a syllabus.
  • Offered and integrated feedback on course design plans in progress.