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

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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:

  • Write 4 or more well crafted course-level learning outcomes
  • Implement principles of alignment into their course design
  • Articulate the difference between formative and summative assessment
  • Select and/or design two or more assessment strategies suitable to their course

What You'll Need for Day 3

  • Your CDI Working Guide and plans in progress
  • Your course syllabus
  • Your teaching/learning challenge written on the cue card
  • Your teaching/learning strategies you've used in the past (RED cards) and you're interested in using (BLUE cards)

Day 3 Learning Outcomes

Theme: Exploring the “How”: Possibilities for Engagement

Essential Question for Day 3: How do I design and/or select activities that support student learning?'

By the end of day 3, participants will have:

  • Shared a learning activity/strategy, and learned about several others that could be adapted to fit their context.
  • Described a learning activity to address an identified challenge.
  • Aligned a learning activity, course-level learning outcomes, and assessment for their course.
  • Offered and integrated feedback on course design plans in progress.
  • Appreciated the iterative nature of course design.