Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan
- 1 What You'll Need for Day 2
- 2 Day 2 Learning Outcomes
- 3 MORNING
- 4 Welcome, Agenda, Debrief Feedback from Day 1
- 5 Reflections on a Course Design (Part 1): Patrick Walls - Math
- 6 Iterative Course Design
- 7 Design Feedback Groups: Learning Outcomes Debrief
- 8 Outcomes, Assessment & Alignment
- 9 AFTERNOON
- 10 Assessment Techniques and Rubrics
- 11 Design Feedback Groups
- 12 Debrief
- 13 Feedback to team
- 14 Homework for Day 3
- 15 Day 2 Resources
- 16 License
What You'll Need for Day 2
- Download your copy of the 3 Column Course Planning Doc: http://bit.ly/1lXua6l
- Your 4 learning outcomes (that you prepared for today and posted to the shared google spreadsheet)
- Taxonomies at a Glance
- Hacking Remixing Design (Davidson College)
- Anthropology (Kansas State U, Michael Wesch) http://myteachingnotebook.com/index.php/2015/08/28/rethinking-the-syllabus/
- Information & Data Literacy: Calling Bullshit: University of Washington. Syllabus
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:
- Identify and articulate at least 4 learning outcomes for your course that are learning-centered.
- Identify and implement principles of alignment into your course design, and appreciate the iterative nature of course design.
- Articulate the difference between auditive and educative assessment and their impact on learning.
And will have:
- Completed Parts 2 and 3 of the Course Design Working Doc: Outcomes, Evidence and Assessment.
- Started to work on their course design plans using the 3 Column Course Planning Doc or another approach that makes it easy to assess alignment between outcomes, evidence, assessment methods and learning activities.
- Begun to develop an assessment plan for your course by identifying how students can demonstrate their attainment of at least two of your learning outcomes.
9:00 am -12:00 noon
Welcome, Agenda, Debrief Feedback from Day 1
9:00 am - 9:30 am with Judy
Purpose: to make space to address any muddy points (from wiki discussion page) and share results of end of day poll on Day 1 to set the tone for Day 2.
Reflections on a Course Design (Part 1): Patrick Walls - Math
9:30 am - 10:00 am with Patrick Walls.
Purpose: to offer a relevant example of course design as it looks in practice.
Patrick will share his experience with designing a course using backward design and big ideas as his starting place.
Iterative Course Design
10:00 am - 10:15 am
Purpose: to debrief the concept of iteration.
Design Feedback Groups: Learning Outcomes Debrief
10:15 am - 11:00 am
Purpose: an opportunity to get feedback on learning outcomes as you refine them.
Outcomes, Assessment & Alignment
11:00 am - noon
Purpose: to introduce the concept of meaningful assessment and practice alignment with learning outcomes.
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.
Design Feedback Groups
2:30 - 3:45 pm
3:45 - 4:15 pm
- Day 2: Re-cap of Day 2, Formative Feedback, Pre-work for Day 3, Check-out on day
Feedback to team
- Formative Feedback Form (Sue) mapping on wall
Homework for Day 3
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. 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. 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. Be prepared to submit this (in writing) 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):
2. Describe your course in a way that will inspire your learners (in preparation for writing your syllabus). Write it out in order to share. Keep it short and inspirational. Be sure to include the big idea that you are working with and any course level learning outcomes that you have developed.
3. Begin to consider a sequence for how your course will unfold - what should come first/last/in between. - note: the course sequence planning guide (see below) may help you with this.
Day 2 Resources
Note: Core learning resources for Day 2 are bolded.
- Course Design Working Document: Google doc (to copy and edit): http://bit.ly/1QU8WD8 Part 2: Assessment/Evidence
- 3 Column Course Plan (to copy and edit) : http://bit.ly/1lXua6l
- 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:
- Checklist for writing outcomes. See page 2 of University of Waterloo’s Course Design Fundamentals worksheet.
- 6 Facets of Understanding - primer
- 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.
- 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
- How People Learn - Teaching guide from Vanderbilt University
- Principles of Learning - Eberly Center for Teaching: Carnegie Mellon University
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
When using this resource, please attribute as follows: developed by the University of British Columbia.