Documentation:Course Design Intensive/Facilitators Guidebook/Day 3 Learning Plan
- 1 Day 3 Learning Outcomes
- 2 MORNING
- 3 Welcome and Review
- 4 Reflection on a Course Design: John Vigna (part 2)
- 5 Break
- 6 Exploring Active Learning
- 7 Assessment & Learning Activities
- 8 LUNCH
- 9 AFTERNOON
- 10 Alignment
- 11 Course Design Plans: Opportunity for sharing
- 12 Close
- 13 Next Steps
- 14 Day 3 Resources
- 15 License
Day 3 Learning Outcomes[edit | edit source]
Theme: Exploring the “How”: Possibilities for Engagement[edit | edit source]
Essential Question for Day 3: How do I design and/or select activities that support student learning?'
On Day 3, you will adopt a teaching strategy that has potential for addressing your identified challenge and is aligned with learning outcomes and assessment processes. You will articulate a brief learner centered course description for a syllabus, and in design feedback groups offer and integrate feedback on this (the syllabus) as well as course design plans.
By the end of day 3, you will have:
- Shared a learning activity/teaching strategy, and learned about several others that could be adapted to fit their context.
- Aligned a learning activity/teaching strategy, course-level learning outcomes, and assessment for your course.
- Appreciated the iterative nature of course design.
MORNING[edit | edit source]
Welcome and Review[edit | edit source]
9:00 - 9:30 am with Gillian
- Day 3: Agenda and outcomes
- Address formative feedback from Day 2
- Parking lot
Reflection on a Course Design: John Vigna (part 2)[edit | edit source]
9:30 - 10:15 am
John will talk about his course from the perspective of teaching it. Please notice the theme of iteration in course design!
Break[edit | edit source]
Exploring Active Learning[edit | edit source]
Judy introduces (all support ) - 10:30 - 11:15 am
Active learning engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work. Freeman, et al - in large meta-analysis of undergraduate STEM education courses.
In this activity you'll have the opportunity to further develop your knowledge of instructional strategies and active learning techniques.
Assessment & Learning Activities[edit | edit source]
11:15 am - 12:00 pm - independent work
Purpose: an opportunity to work on alignment of your learning activities with your learning outcomes and assessment plans.
Based on input from the morning, and the active learning session, revise your ideas for learning activities.
- Work on aligning your course level learning outcomes, assessment, and learning strategies.
If/when you're ready, you can pair up informally with other members of your Design Response Group.
LUNCH[edit | edit source]
12:00 - 1:00 pm
AFTERNOON[edit | edit source]
Alignment[edit | edit source]
1:00 - 2:30 pm
Continue to revise your ideas for learning activities, and work on aligning your course level learning outcomes, assessment, and learning strategies.
- You will also have the opportunity to sign up for a 15-minute consultation time with a facilitator.
If/When you're ready, pair up: a) Pair up with someone from your design group. Silently and on your own, take a few minutes to read each other’s learning activities documented on the google spreadsheet. (5 minutes)
b) Ask your partner the following questions (and ask follow-up questions to clarify) [20 minutes - 10 minutes each]:
- How are your learning activities aligned with your learning outcomes and assessment plans? (What are students "doing" that will support them in reaching the outcomes/assessment you have planned?)
- In what way(s) have you incorporated different domains of learning into your learning activities and assessment plans, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?
- In what ways will the suggested learning activities support students in exploring/inquiring into the big idea?
Make sure you both have a turn to give and receive responses.
c) If you would like your partner's opinion on your learning activities and/or alignment, leave some time to ask for it.
d) Begin to revise your learning activities, as relevant, based on your reflections, discussion, and feedback this morning. (10 minutes)
Course Design Plans: Opportunity for sharing[edit | edit source]
2:30 - 3:45 pm in Design Response Groups
Share one aspect of your course plan, something that you've changed or are thinking about differently. 5 minutes each.
Close[edit | edit source]
3:15 - 3:45 pm with Gillian & Sue
- Next Steps in your Course Plan (see CDI site, and Next Steps, below)
- Complete CDI Feedback survey
- CDI Reunion
- Large group close (Question: What is your next step with your course?)
Next Steps[edit | edit source]
NEXT STEPS FOR YOUR COURSE DESIGN
You have likely assembled many of the foundational pieces you will need to finalize your course design for the first implementation.
These are a few remaining tasks which will require your attention:
Additional Resource: File:How to Make your Syllabus more Learner-centered.pdf (A draft)
Refer to the Resource lists from each day to support your remaining work. Best of luck on implementing your course design!
Day 3 Resources[edit | edit source]
- What's In, What's Out, etc.: Venn Diagram for Planning Learning Activities
- Addressing a Learning Challenge: Jigsaw Activity
- Course Design Examples by Disciplines:
Teaching & Instructional Strategies[edit | edit source]
- Instructional Strategies: Eberly Centre at Carnegie Mellon
- Pedagogies & Strategies (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
- Book:New Science of Learning:How to learn in harmony with your brain
- Misconceptions: Improving Classroom Performance by Challenging Student Misconceptions About Learning - Dr. Stephen Chew
- Learning/Teaching Challenges: Eberly Centre at Carnegie Mellon
Blogs on Teaching
- The Teaching Professor Blog: Learner Centered Teaching
- Agile Learning: Derek Bruff - Blog about teaching practice (he is the Director of the Center for Teaching at Vanderbilt University)
- Stanford University's Teaching Talk Blog.
Active Learning :
- Active Learning Strategies: Spectrum of Complexity
- Active Learning Strategies: Some Examples
- ablconnect: Harvard's database of teaching strategies for active learning.
- Derek Bruff - Agile Learning:
- Simon Bates: Physics 101 Learning Objects Assignment Guide: http://blogs.ubc.ca/phys101/files/2015/01/LO-Guide.pdf
- Kathryn Grafton: Wikipedia assignment: Canadian Literature: exploring themes of online participation, systemic bias on Wikipedia (related to gender and social position), equitable representation.
- Strategies for Teaching Writing (UBC resource developed for science, but will have applicability across disciplines)
- Beyond the Essay: Making Student Thinking Visible In the Humanities: Vanderbilt University
- Redfied, R. (2015). Putting my money where my mouth is: the Useful Genetics project: Science Direct.
- This Changed My Practice: UBC Continuing Professional Development: Medicine.
- Team Work Resource: IPC On The Run
Expert-Novice Thinking[edit | edit source]
- 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.
Group Work[edit | edit source]
- Group work: Using cooperative learning groups effectively - from Vanderbilt U - Centre for Teaching
- Articles on forming teams:
- Brickell, J. L., Porter, D. B., Reynolds, M. F., & Cosgrove, R. D., (1994). Assigning Students to Groups for Engineering Design Projects: A Comparison of Five Methods. Journal of Engineering Education, 7, 259-262. (From Brickell…. “allowing students to select their own groups results in poorest attitudes about course, their instructors, the project, and their classmates”)
- Fiechtner, S. B., & Davis, E. A. (1985). Why some groups fail: A survey of students' experiences with learning groups. The Organizational Behavior Teaching Review, 9(4), 75-88.
Critical Thinking[edit | edit source]
- Developing Engaged Citizen's Through Critical Thinking: A student's summary of a presentation by Professor Terry Hebert - highlighting an writing activity he uses to engage Pharmacology students in translating scientific research for laypersons.
Blended and Flipped Classrooms[edit | edit source]
- Blended and Online Learning - excellent overview and resources: Vanderbilt U - Centre for Teaching.
- UBC's Flexible Learning Initiative: Flexibytes: a UBC curated collection of news stories related to teaching practice.
Syllabus Design[edit | edit source]
- UBC Senate Guidelines (2017)
- File:How to Make your Syllabus more Learner-centered.pdf: A draft guide
- Syllabus Construction: Vanderbilt University
- See also this wiki page dedicated to Syllabus Design
- Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); 7-minute video on aligning outcomes, assessment and teaching and learning activities.
- Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus
- An example: http://callingbullshit.org/
Video and Multimedia[edit | edit source]
- CTLT's curated set of Design Principles for Multimedia
- DIY Media support site - for faculty and students who are creating media for learning.
- Dr. Rosie Redfield's Useful Genetics on YouTube - Open educational resources that are also used in a MOOC.
- Veritasium: YouTube channel of Science and Engineering videos. Derek Muller (the scientist turned filmmaker behind Veritasium) highlights the connection between video and learning in this interview: http://diy.open.ubc.ca/research/
Support[edit | edit source]
- Consultation related to the selection and use of learning technology to help you meet learning outcomes:
License[edit | edit source]
When using this resource, please attribute as follows: developed by the University of British Columbia.