Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan
- 1 MORNING
- 2 Welcome
- 3 Day 1 Learning Outcomes
- 4 Course Design: Table Discussions
- 5 Learner Centered Approach
- 6 Plan Your Course: Context and Learners: Independent Work
- 7 Design Feedback Groups
- 8 AFTERNOON
- 9 Design For Understanding
- 10 Plan Your Course: Big Ideas, Essential Questions and Priorities
- 11 Setting Priorities: Course Mapping Activity
- 12 Debrief and Feedback
- 13 Homework for Day 2
- 14 Day 1 Resources
- 15 License
All Facilitators - 40 minutes
- Welcome: Introductions (at your table and facilitators)
- Pre-Survey - How did we use the information?
- Burning questions about course design.
- CDI overview : CDI Outcomes
- Start here (and bookmark for easy access):Documentation:Course_Design_Intensive/Participants/June_2017 -
- CDI strategies for learning
- Resources (necessary vs. optional)
- CDI Schedule
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.
Course Design: Table Discussions
9:45-10:05 with Isabeau
Discussion: Learner-Centered Teaching and Course Design
Purpose: To activate prior knowledge (and recent information via readings) and 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.
Plan Your Course: Context and Learners: Independent Work
11:05-11:20 am with Judy
Design Feedback Groups
Design For Understanding
1:00-2:30 pm with Cindy Note: Arrange yourselves to sit with people in your design feedback group: some disciplinary grouping will support the afternoon's activities.
Why We Need a Why
Cindy (20 min)
Purpose: to offer a bridge between learner centered approach and an afternoon of "big" thinking about your course.
Backward Design Framework: Alignment and Process
Purpose: to introduce the backward design framework and key concepts related to designing for understanding.
BREAK : 10 minutes
Plan Your Course: Big Ideas, Essential Questions and Priorities
Purpose: to offer an opportunity for working with big ideas and essential questions at a disciplinary level.
Setting Priorities: Course Mapping Activity
Purpose: to offer a non-linear way to approach your course design.
Wrap up to continue on your own at home as needed to help you flesh out your course priorities in preparation for identifying some course learning outcomes for homework before Wednesday.
Debrief and Feedback
4:00-4:30 pm with Judy
- Re-cap of Day 1 with Judy
- Revisit burning questions
- Pre-day 2, Brief overview of Day 2 and Day 3
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: 45 14 96
- The Muddiest Point of Day 1
- Intro to discussion on wiki page
- Formative Assessment (CAT)
Homework for Day 2
PREPARE FOR DAY 2
Day 2 will unpack the learning outcomes and alignment homework we will give you as pre-work for Day2. We will then focus on the principle of alignment, and backwards design in more detail - as well as assessment methods to assist student learning.
1. Complete Key Question 3 on your Course Design Working Doc. This will help you define your priorities for your course.
2. Refine your priorities to create beginning learning outcomes for your course and share them so that others can learn from your approach.
A) Using the resources below, post at least 4 learning outcomes for your course as a whole according to your priorities in this Google spreadsheet. Consider what you intend for your learners to take away from your course:
B) For each of the 4 learning outcomes for your course that you post, explain which of the taxonomies you have chosen to construct your learning outcomes from, and why you think the taxonomy you chose facilitates the learning outcomes for your students' learning best.
3. Watch Roselynn Verwood's screencast on iterating your syllabus and aligning course outcomes. We will debrief the screencast on Day 2 as an introduction to how to align your course.
Day 1 Resources
Note: core resources for Day 1 are bolded.
- Course Design Working Document: Google doc (to copy and edit): http://bit.ly/1QU8WD8
- 3 Column Course Plan (to copy and edit) : http://bit.ly/1lXua6l
- 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
- Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
- Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf'
- 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.
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.