Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

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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.

What You'll Need for Day 2

  • Your CDI Working Guide and plans in progress
  • Your 4 learning outcomes (that you prepared for today and posted to the shared google spreadsheet)

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


9:00 am -12:00 noon

Welcome, Agenda, Debrief Feedback from Day 1

9:00 am - 9:20 am with Sue

  • Day 1 recap: address any muddy points (wiki discussion page or parking lot)
  • Share results of end of day poll on Day 1
  • Agenda for Day 2 & Learning Outcomes for Day 2

Reflections on a Course Design (Part 1): Candice Rideout - Land & Food Systems

9:20 am - 10:15 am with Candice Rideout

Purpose: to offer a relevant example of course design as it looks in practice.

Candice will share her experience with designing a course. You can access Candice's slides here.


Learning Outcomes Debrief

10:30 am - 11:15 am with Isabeau

Purpose: an opportunity to get feedback on learning outcomes as you refine them.

Debrief in Pairs:

a) Pair up with someone you haven't worked with yet. Silently and on your own, take a few minutes to read each other’s learning outcomes (5 minutes)

b) Reflect out loud to your partner (each person takes a turn to respond to the following prompts) (10 minutes [5 minutes each]):

  • How do my course-level learning outcomes address my big ideas?
  • Are there other course-level learning outcomes that I need to add?
  • In what way(s) have I incorporated the different domains of learning into my course-level learning outcomes (cognitive, affective, psychomotor)?

c) Pair/Trio feedback (10 minutes) Provide each other with feedback and ask questions about your partner’s learning outcomes with the purpose of helping your partner create stronger course-level learning outcomes. Make sure you both have a turn to give and receive feedback.

d) Begin to revise your learning outcomes, as relevant, based on your reflections, discussion, and feedback this morning. (10 minutes) Share as a Group:(11:05-11:15) Invite a few volunteers to write 1 revised course-level learning outcomes and share with the entire group.

Outcomes, Assessment & Alignment

11:15 am - noon

Purpose: to introduce the concept of meaningful assessment and practice alignment with learning outcomes.

Independent work (or in pairs, as you prefer): Practice aligning one of your course level learning outcomes with 1 or more assessments.

Select 1 learning outcome that you want to align with evidence and an assessment method. Identify a formative and/or summative assessment via which students can demonstrate their attainment of/progress towards the learning outcome. Write this out in as much detail as is useful. If you wish and time allows, pair up and share.



1:00 - 4:30 pm

Assessment Techniques and Rubrics

Promising Assessment Techniques at UBC

1:00 - 2:00 pm with Judy

An interview with Brett Gilley on 2-Stage Exam

Using Assessment as a Tool for Learning

Purpose: highlight 2 stage exam process as an example of assessment as a tool for learning.

Individual reflection:
  • Would a 2 stage exam process help learners meet learning outcomes?
  • Why or why not?
  • If you have a rationale for designing this into your course, add it to your plan.




Design Feedback Groups

2:30 - 3:45 pm

Design Feedback Group: Alignment: Outcomes, Evidence and Assessment.

Note: you may want to work independently or seek feedback from peers and facilitators as you work on alignment.

  • Select 4 learning outcomes (or whatever number of learning outcomes that you have for your course) that you want to align with evidence and assessment methods. You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column one on your copy of the 3 Column Course Planning Doc.
  • Identify how students can demonstrate their progress towards learning outcomes
  • Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
  • Consider who will assess (self, peer, instructor, auto)


Debrief & Wrap Up

3:45 - 4:15 pm with Sue

  • Re-cap of Day 2 & preparation for Day 3
  • Parking lot items
  • Formative feedback: mapping on wall

Homework 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. You will also be thinking about potential "learning pitfalls" that your students may experience and identify strategies for addressing those that you can incorporate into your course design plan.

1. Read: *Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus

  • Bring a copy of your course syllabus to the workshop on Day 3

2. Identify a learning challenge or pitfall that students may face in the course you are designing for them. In your opinion, what are the factors that contribute to this learning challenge? Identify 3 key words that represent this challenge, and write it on the cue card. Be prepared to submit the card on Day 3 so that they can be themed into groupings of "like" challenges. *

Additional information: Learning challenges or pitfalls may arise from (for example):

  • misconceptions about an aspect of the subject matter
  • faulty beliefs about learning
  • problems with attitude or motivation
  • lack of preparation

3. Spend some time exploring the resources on active learning. We've curated a resource list for you to begin. As you review the materials you might also want to ask yourself whether any of these strategies could help with the learning challenge you identified.

4. Identify the strategies/techniques you've used in the past, and those you are interested/considering using. Write 2 of the strategies you've used before on the RED cards. Write 2 of the strategies you're interested in using on the BLUE cards. Bring these cards to Day 3.


Day 2 Resources

Learning Outcomes


Exam Wrapper
2 Stage Exam Process
Peer Assessment
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


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:

Writing Learning Outcomes: A Guide for Academics (2007). Retrieved from:


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