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): Candice Rideout - Land & Food Systems
- 6 Break
- 7 Learning Outcomes Debrief
- 8 Outcomes, Assessment & Alignment
- 9 AFTERNOON
- 10 Assessment Techniques and Rubrics
- 11 Design Feedback Groups
- 12 Debrief & Wrap Up
- 13 Homework for Day 3
- 14 Day 2 Resources
- 15 License
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.
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
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
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. Read: *Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus
Additional information: Learning challenges or pitfalls may arise from (for example):
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.
Day 2 Resources
- 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.