Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan
- 1 MORNING
- 2 Day 1 Learning Outcomes
- 3 Welcome
- 4 Introductions & Table Discussions
- 5 Learner Centered Approach
- 6 Design Response Groups: Context and Learners
- 7 AFTERNOON
- 8 Design For Understanding
- 9 Plan Your Course: Big Ideas, Enduring Understanding, and Essential Questions
- 10 Setting Priorities: Course Mapping Activity
- 11 Debrief and Feedback
- 12 Homework for Day 2
- 13 Day 1 Resources
- 13.1 Course Design
- 13.2 Alternate Course Design Planning Approaches
- 13.3 Learning Centered Practice
- 13.4 Learning Outcomes
- 13.5 Group Work
- 13.6 Expert-Novice Thinking
- 13.7 References
- 13.8 Support
- 14 License
Day 1 Learning Outcomes
Theme: Building a Context: Starting With the “Why”?
Essential Question for Day 1: Why might students care about my course?'
The CDI focuses on the application of the backward design approach. On Day 1 you will understand how "big ideas" may be useful in guiding the design of your course. You will work in design feedback groups to offer and integrate feedback on course plans in progress. By the end of day 1, you should be able to:
- Apply the backward design concept to the design of your course
- Articulate "big ideas" for your course
- Integrate learner-centered considerations into your course design
- Prioritize course level learning that aligns with your "big ideas"
Sue & Gilian - 30 minutes
- Welcome + Territorial Acknowledgement
- CDI Participants Guide:
- CDI Schedule
- CDI Outcomes
- Wiki & Resources (necessary vs. optional)
- CDI Workbook
- Pre-Survey - Diversity in the room
- Design Feedback Groups
- Burning questions about course design (parking lot + Wiki discussion board)
Introductions & Table Discussions
9:30 - 9:40 with Sue
Discussion: Learner-Centered Approaches and Course Design
Purpose: To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
Learner Centered Approach
9:45-10:50 with Sue
Purpose: to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.
Design Response Groups: Context and Learners
11:00-12:00 pm Gillian to introduce, then move into Design Response Groups
Design For Understanding
1:00-2:00 pm with John & Gillian
Why We Need a Why
John (20 min)
Purpose: to offer a bridge between learner centered approach and an afternoon of "big" thinking about your course.
What do you hope endures for students long after your course is over?
- Resource: Visioning activity from Part A of the CDI Workbook which you may have completed during your pre-work for the CDI.
- Resource: excerpt from Michael Wesch's reflection on Connected Courses.
- What's the "why" of your course?
- Why should students take it - why should they care about what you are teaching?
- What's the real "why" of your discipline?
Make a few notes on these questions to come back to later in the day. </div>
Backward Design, Big Ideas & Essential Questions
1:20 - 2:00 with Gillian
Purpose: to introduce the backward design framework and key concepts related to designing for understanding.
You will be working in table groups to develop your understanding of key concepts.
Plan Your Course: Big Ideas, Enduring Understanding, and Essential Questions
2:00 - 2:35 pm with Gillian
BREAK : 10 minutes
Setting Priorities: Course Mapping Activity
2:45-4:00pm Gillian to introduce, then move into Design Response 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.
After concept mapping, share your draft with a peer. Take turns sharing your map. Purpose: to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions (helping you refine your priorities for learning)
- Ask your partner: Where did you start? What is your big idea? What are the enduring understandings? What are the essential questions?
- What concepts will students need to grapple with the Big Idea, Enduring Understandings, & Essential Questions?
- What will students need to do/practice/develop/work with/value in order to learn those concepts?
- How do the concepts connect?
- Do priorities emerge? (enduring understandings, important to know/do, worth being familiar with).
Debrief and Feedback
4:00-4:30 pm with Sue
- Re-cap of Day 1
- Day 2 homework
- 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 feeling ...
- Enter your top three one-word answers here: www.menti.com
- Using code: 41 43 39
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” of the CDI Workbook.
2. Drawing from your concept mapping activity and the Priorities Chart, create course-level learning outcomes. See Learning Outcomes section of your CDI Worbook for suggestions on how to create course-level learning outcomes. These resources may also be helpful:
3. Share up to 4 course-level learning outcomes in this Google spreadsheet (first two columns only) before 9 am on Day 2 of the CDI.
Day 1 Resources
- CDI Workbook. 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
- Weimer, M. (2012) Five Characteristics of Learner-Centred Teaching
- (optional) Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf
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
- Checklist for writing outcomes. See pages 1-4 of University of Waterloo’s Course Design Fundamentals worksheet.
- Taxonomies at a Glance
- for a visual representation of Fink's Significant Learning, see Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
Belonging, 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
- Sense of Belonging in College Freshmen at the Classroom and Campus Levels (2010)
- The Human Core of Open: Belonging, Relevance & Diversity of Experience (2016) - Mike Caulfield's keynote speech on New Directions in Open Education
- Inclusion By Design: Your Syllabus and Course Design (2016) - interesting survey tool to help you examine the inclusive practices in your own teaching
- 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.