Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan
- 1 MORNING
- 2 Welcome
- 3 Course Design: Table Discussions
- 4 Learner Centered Approach
- 5 Design Feedback Groups: Context and Learners
- 6 AFTERNOON
- 7 Design For Understanding
- 8 Plan Your Course: Big Ideas and Essential Questions
- 9 Setting Priorities: Course Mapping Activity
- 10 Debrief and Feedback
- 11 Homework for Day 2
- 12 Day 1 Resources
- 13 License
All Facilitators - 40 minutes
- Welcome: Introductions
- Pre-Survey - How did we use the information?
- CDI overview:
- CDI Schedule
- CDI Outcomes
- Wiki & Resources
- Design Feedback Groups
- Burning questions about course design (parking lot + Wiki discussion board)
Course Design: Table Discussions
9:45-10:05 with Isabeau
Discussion: Learner-Centered Teaching and Course Design
Purpose: To activate prior knowledge and share experience related to the concept of learner centered teaching and course design.
Learner Centered Approach
10:05-11:05 with Isabeau
Snapshot: Student Development Theory
Purpose: to support a deeper understanding of the student experience by situating it in student development theory.
Michael Wesch - 2014 at Pasadena City College - excerpt from talk (16:15 -19:40)
Challenge: How do we move students from seeking the right answers to asking their own questions?
Purpose: to introduce key concepts related to learner centeredness in course design.
Design Feedback Groups: Context and Learners
11:05-12:00 pm Judy to introduce, then move into Design Feedback Groups
Design For Understanding
1:00-2:00 pm with Sue
Backward Design, Big Ideas & Essential Questions
Purpose: to introduce the backward design framework and key concepts related to designing for understanding.
Plan Your Course: Big Ideas and Essential Questions
2:00 - 2:35 pm with Sue
BREAK : 10 minutes
Setting Priorities: Course Mapping Activity
2:45-4:00pm Sue to introduce, then move into Design Feedback Groups
Purpose: to offer a non-linear way to prioritize what learners will need to understand, know, do, be aware of in order to grapple with those big ideas and essential questions.
Pair up: After concept mapping, share your draft with a peer. Offer feedback based on what you already know about their course, its context, and your perspective as a learner.
Homework Day 2: After concept mapping you can organize your ideas into the Priorities chart. Your next step is to create learning outcomes based on the information in your Priorities chart. Use your CDI Working Guide and the homework instructions to help you draft learning outcomes.
Debrief and Feedback
4:00-4:30 pm with Judy
- Re-cap of Day 1
- Brief overview of Day 2 and Day 3
- Revisit burning questions, Parking lot, Muddiest Point
- wiki page discussion board
Feedback to team
- At the end of Day 1 of CDI, I am inspired by ...
- Enter your top three one-word answers here: www.menti.com
- Using code: 4161
Homework for Day 2
PREPARE FOR DAY 2
1. Using the work you did on the concept map, fill in columns 1 and 2 of the “Priorities chart” (on page 4 of the original) of the CDI Working Guide.
2. Drawing from your concept mapping activity and the Priorities Chart, create course-level learning outcomes. See Learning Outcomes section (pages 4 and 5 of the original) of your CDI Working Guide for suggestions on how to create course-level learning outcomes. These resources may also be helpful:
3. Share 4 course-level learning outcomes in this Google spreadsheet before 9 am on Day 2 of the CDI. You will doing pair work with these learning outcomes.
Day 1 Resources
- CDI Working Guide: You can choose to use the document in either Google Docs or MS Word:
- Criteria for Big Ideas: http://bit.ly/1kRjJAx
- Criteria for Essential Questions: http://bit.ly/1kHJ3Zt
- Visioning - a learner from the future.
- Taxonomies at a Glance
- Allen, D. & Tanner, K (2007). Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design CBE Life Sciences Education
- Felder, R. & Brent, R. (2017). Learner-Centered Teaching: How and Why
- (optional) Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf
- (optional) Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
- (optional)' Weimer, M. (2012) Five Characteristics of Learner-Centred Teaching
Online Course Design
- Designing an Online Course - CTLT instructional design process
- Online/Blended Course Quality Checklist - UBC
- Connected Learning: an online, open course about open learning. This is an opportunity for further professional development.
Alternate Course Design Planning Approaches
- Concept Maps
Learning Centered Practice
- Paradigm Shifts Doc.
- Fahraeus, A.W.E (2013) Book Review: Weimar, M. (2013) Learner-Centered Teaching: Five Key Changes to Practice. 2nd ed. San Francisco: Jossey-Bass
- 5 Characteristics of Learner Centered Teaching (2012) Weimer
- Learner-centered teaching: Good places to begin (Faculty Focus Blog Post)
- Course Design and Development Ideas That Work, Weimer 2010.
- CMU's Eberly Teaching Centre's Guide to Learning Objectives
- Taxonomies at a Glance
Diversity and Inclusion
- Diversity and Inclusion in the College Classroom (2014) - Download the full report - a collection of 20 articles - written by faculty - addressing complex and challenging issues in the classroom. Many practical strategies are discussed.
- What I Learned in Class Today- How to talk about aboriginal issues in the classroom.
- Indigenous Foundations
- Universal Design - UBC-O resource to help faculty with principles that can assist in designing inclusive speeches, presentations, and lectures.
- Group work: Using cooperative learning groups effectively - from Vanderbilt U - Centre for Teaching
- Cornell University: Collaborative Learning: Group Work
- Decoding the Disciplines: a process for increasing student learning by narrowing the gap between expert and novice thinking.
- Middendorf, J. ; Pace, D. (2004). Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking. New Directions for Teaching and Learning.
- Beware the Expert Blind Spot - Heather Landers - Colorado State University.
- Allan, Joanna (1996). Learning outcomes in higher education. Studies in Higher Education. Vol. 21, Iss. 1.
- Biggs, John (2013). Constructive Alignment in University Teaching. HERDSA, Vol. 1
- Cho, J & Trent, A. (2005). “Backward” Curriculum Design and Assessment: What Goes Around Comes Around,Or Haven’t We Seen This Before?. Taboo: Journal of Culture and Education.
- Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf
- Wiggins, Grant P, and Jay McTighe (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Print.
- Consultation related to the selection and use of learning technology to help you meet learning outcomes:
When using this resource, please attribute as follows: developed by the University of British Columbia.