Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan
- 1 MORNING
- 2 Day 2 Learning Outcomes
- 3 Welcome
- 4 Reflections on a Course Design (Part 1): John Vigna - Creative Writing
- 5 Break
- 6 Learning Outcomes Debrief
- 7 Outcomes, Evidence & Alignment
- 8 AFTERNOON
- 9 Evidence & Assessment
- 10 BREAK 2:00 - 2:15 pm
- 11 Evidence & Assessment, Formative & Summative, and Alignments
- 12 Assessment & Alignment: with Gillian
- 13 Design Response Groups
- 14 Debrief & Wrap Up
- 15 Homework for Day 3
- 16 Day 2 Resources
- 17 License
MORNING[edit | edit source]
9:00 am -12:00 noon
Day 2 Learning Outcomes[edit | edit source]
Theme: Defining the “What”: Aligning Outcomes, Evidence & Assessment[edit | edit source]
Essential Question for Day 2: What counts as evidence of understanding?
On Day 2, you will start to align your course outcomes with evidence and assessment methods. You will begin to develop an assessment plan for your course by identifying how students can demonstrate their progress towards your learning outcomes. You will offer and integrate feedback on this aspect of your course design plan in progress.
By the end of day 2, participants will be able to:
- Implement principles of alignment into their course design
- Refine your course-level learning outcomes to reflect alignment with your "big ideas" and your assessment plans.
- Articulate how formative and summative assessment practices impact learning
- Select and/or design two or more assessment strategies that are aligned with your learning outcomes and reflect enduring value
- Appreciate the iterative nature of course design.
Welcome[edit | edit source]
9:00 am - 9:20 am with Sue
Day 1 ReCap[edit | edit source]
- Day 1 recap: address any muddy points (wiki discussion page or parking lot)
- Share results of end of day poll on Day 1
- Review Day 2 LOs (above).
What You'll Need for Day 2[edit | edit source]
- Your CDI Workbook and plans in progress
- Your learning outcomes (that you prepared for today and posted to the shared google spreadsheet)
Reflections on a Course Design (Part 1): John Vigna - Creative Writing[edit | edit source]
9:30 am - 10:15 am
Purpose: to offer a relevant example of course design as it looks in practice.
John will share his experience with designing a course.
Break[edit | edit source]
Learning Outcomes Debrief[edit | edit source]
10:30 am - 11:15 am - in Design Response Groups or as whole group
Outcomes, Evidence & Alignment[edit | edit source]
11:15 am - noon with Gillian
Purpose: to introduce the concept of meaningful assessment and practice identifying evidence that aligns with learning outcomes.
AFTERNOON[edit | edit source]
1:00 - 4:30 pm
Evidence & Assessment[edit | edit source]
Promising Assessment Techniques at UBC[edit | edit source]
1:00 - 2:00 pm with Judy
An interview with Brett Gilley on 2-Stage Exam
Using Assessment as a Tool for Learning[edit | edit source]
Purpose: highlight 2 stage exam process as an example of assessment as a tool for learning.
Rubrics[edit | edit source]
BREAK 2:00 - 2:15 pm[edit | edit source]
Evidence & Assessment, Formative & Summative, and Alignments[edit | edit source]
2:15 - 3:00 pm - Independent Work
Assessment & Alignment: with Gillian[edit | edit source]
3:00 - 3:15 pm
Design Response Groups[edit | edit source]
3:15 - 4:00 pm
Debrief & Wrap Up[edit | edit source]
4:00 - 4:30 pm with Sue
- Re-cap of Day 2 & preparation for Day 3
- Parking lot items
- Formative feedback: mapping on wall
Homework for Day 3[edit | edit source]
PREPARE FOR DAY 3
Day 3 will be about integrating learning activities to support the outcomes you have defined for learners and the evidence they are expected to produce. Spend time exploring the resources on Teaching and Instructional Strategies (we've curated a resource list for you, here on the wiki, Day 3 Resources). As you explore the materials think about the types of learning activities that will support your learners in the course you are designing, seeking alignment with your learning outcomes and assessment plans. Look at the instructions in the CDI Workbook to help you with this phase.
You may have previously identified a particular "learning challenge" or "learning pitfall" that your students experience in your course. If so, pay attention to how some of these strategies might address the learning challenge and support student's learning throughout the course.
1. As you explore the resources, identify some strategies/techniques you've used in the past, and some you are interested/considering using. Write 2 of the strategies you've used before on the WHITE cards. Write 2 of the strategies you're interested in using on the YELLOW cards. Bring these cards to Day 3.
2. Update your course design plan, integrating your ideas for learning activities into Column 3 of your 3-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.
3. Update the same google spreadsheet, (Colums 3 & 4). Update your current assessment plans, and ideas of learning activities that you think might support your learners in reaching the desired outcome.
Day 2 Resources[edit | edit source]
- Align Assessments: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
- Variation on Assessment Methods and Types: visualizing your assessment plan at a glance.
- Course Design Examples by Disciplines:
Learning Outcomes[edit | edit source]
- 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.
- Brief videos on Learning Outcomes and Bloom's Taxonomy
- 6 Facets of Understanding - primer
- for a visual representation of Fink's Significant Learning, see Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
Assessment[edit | edit source]
- Helping Students Reflect on their Mid-Term Performance: Not Just Their Grade: UBC Faculty of Science.
- Classroom Assessment Techniques: a guide from Vanderbilt University - Centre for Teaching
- Beyond the Essay: Making Student Thinking Visible in the Humanities by Nancy Chick, CFT, Assistant Director.
- Grading Student Work - Vanderbilt University - Centre for Teaching.
- Provide Feedforward with Exemplars411: method on gearing feedback towards future performance - Maryellen Weimer
- Assessing Learning: Resources from Vanderbilt University - Centre for Teaching.
- Flexible Assessment: Rideout, C. (2017). Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach. Assessment & Evaluation in Higher Education, p.1-11.
- 2 Stage Exam Process
- Multiple choice, multiple students: The merits of the two-stage test : brief and excellent article explaining the value and processes used in two stage exams at UBC.
- Two Stage Exams (CWSEI, UBC) a good overview of the process and associated effective practices.
- 2 Stage Exam Process
- Peer Assessment
- What is peer assessment and how can it be implemented?: U of T at Austin: good overview and discussion of common problems with the approach and strategies to address them.
- Assessment Matters: U of Waikato Self Assessment and Peer Assessment: thorough overview of effective practices related to self and peer assessment methods.
- Peer Assessment - Cornell University: the what, why and the how.
- Learning Technology Hub: Peer assessment tools and support
- Peer Assessment
- Rubric for Creating Rubrics: Buck Institute for Education.
- Sample Rubrics: extensive list of sample rubrics for a variety of disciplines.
- Sample Rubrics: Philosophy Rubric: Dr. Joseph Topornycky
- Creating and Using Rubrics: Carnegie-Mellon - Eberly Centre for Teaching
- Rubric for 6 Facets of Understanding (Wiggins & McTighe)
- Wikipedia Projects - UBC Examples
- SPAN312 Murder, Madness, and Mayhem: Latin American Literature in Translation Jon Beasley-Murray
- HIST 396 North American Environmental History Tina Loo
- Linguistics Rose-Marie Déchaine
- FNH 200 Exploring Our Foods Judy Chan
Learning Research[edit | edit source]
- How People Learn - Teaching guide from Vanderbilt University
- Principles of Learning - Eberly Center for Teaching: Carnegie Mellon University
References[edit | edit source]
Allan, J. (1996). Learning outcomes in higher education. Studies in Higher Education 21(1): 93-108.
Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical teacher, 24(2), 151-155.
Kennedy, D., Hyland, A., Ryan, N. (2009). Learning outcomes and competences. Bologna Handbook, Introducing Bologna Objectives and Tools. Retrieved from: http://www.procesbolonski.uw.edu.pl/dane/learning-outcomes.pdf
Writing Learning Outcomes: A Guide for Academics (2007). Retrieved from: http://www.mon.gov.mk/images/documents/nacionalna_ramka/wlopml.pdf
License[edit | edit source]
When using this resource, please attribute as follows: developed by the University of British Columbia.