Documentation:Course Design Intensive/Facilitators Guidebook/Day 1 Learning Plan
- 1 MORNING
- 2 Day 1 Learning Outcomes
- 3 Welcome
- 4 Introductions
- 5 Discussion: Learner-Centered Approaches
- 6 Learner Centered Approach
- 7 Introduction to Learner Centred Course Design
- 8 AFTERNOON
- 9 Reflections on a Course Design (Part 1): John Vigna- Creative Writing
- 10 Big Ideas & Essential Questions
- 11 Plan Your Course: Big Ideas and Essential Questions
- 11.1 What do Students Need to Understand: Mapping Activity
- 11.2 Debrief and Feedback
- 11.3 Homework at the end of Day 1: Setting Priorities
- 11.4 Day 1 Resources
- 11.4.1 Course Design
- 11.4.2 Alternate Course Design Planning Approaches
- 11.4.3 Learning Centered Practice
- 11.4.4 Learning Outcomes
- 11.4.5 Group Work
- 11.4.6 Expert-Novice Thinking
- 11.4.7 References
- 11.4.8 Support
- 11.5 License
- 11.6 Page Statistics
Day 1 Learning Outcomes
Theme: Building a Context: Starting With the “Why”?
Essential Question for Day 1: Why might students care about my course?'
The CDI focuses on the application of the backward design approach. On Day 1 you will understand how "big ideas" may be useful in guiding the design of your course. You will work in design feedback groups to offer and integrate feedback on course plans in progress. By the end of day 1, you should be able to:
- Apply the backward design concept to the design of your course
- Articulate "big ideas" for your course
- Integrate learner-centered considerations into your course design
- Prioritize course level learning that aligns with your "big ideas"
Isabeau and all facilitators- 15 minutes
- Welcome + Territorial Acknowledgement
- Facilitator Introductions
- Purpose of program (program outcomes)
- 3-day outline & consultations
- Today's agenda
- Housekeeping & Resources:
- CDI Workbook
- Wiki & Resources (necessary vs. optional)
- Group guidelines
- Pre-Survey - Diversity in the room
9:15 - 9:40 with Isabeau
Through a series of value lines and clusters, get to know one another, and the similarities and differences of the various courses you are working on.
Find someone you don't know. Share your One-Sentence Challenge. Second round, share with someone else.
Discussion: Learner-Centered Approaches
9:40 - 9:50 with Sue
Purpose: To activate prior knowledge and share experience related to the concepts of learner-centered approaches and course design, introduced through the pre-work.
Learner Centered Approach
9:50-11:15 with Sue
Purpose: to introduce key concepts related to a learner centered approach, learner centred teaching and learner centred course design.
Break- 10 mins
Introduction to Learner Centred Course Design
11:15-12:00 pm with Gillian
Purpose: to introduce our design framework and key concepts.
Big Idea activity
Purpose: to examine examples of Big Ideas, exploring how they do or do not meet the criteria,
Working in table groups, review the pairs of Big Ideas. Each pair contains one example that doesn't meet the criteria for Big Ideas, and one that does. Document your choices on a flipchart.
Reflections on a Course Design (Part 1): John Vigna- Creative Writing
1:00 pm - 1:45 pm
Purpose: to offer a relevant example of course design as it looks in practice.
John will share his experience with re-designing a course in Creative Writing.
Big Ideas & Essential Questions
1:45pm - 2:00pm with Gillian
Exploring the connection between Big Ideas and Essential Questions.
Plan Your Course: Big Ideas and Essential Questions
2:00 - 2:35 pm with Gillian
BREAK : 10 minutes
What do Students Need to Understand: Mapping Activity
2:45-4:00pm Gillian to introduce
Purpose: to offer a strategy to prioritize what learners will need to understand, know, do, be aware of in order to grapple with those big ideas and essential questions.
After concept mapping, share your draft with a peer. Take turns sharing your map.
Purpose: to explain to someone else how your course concepts map onto the Big Ideas and Essential Questions (which will help you refine your course-level learning priorities)
- Ask your partner: Where did you start? What are your Big Ideas?
- What concepts will students need to grapple with in order to understand the Big Ideas?
- What will students need to do/practice/develop/work with/value in order to learn those concepts? Why?
- How do the concepts connect?
This process is meant to help you refine your Big Ideas, Essential Questions, and identify course-level learning priorities
Bridge Out Revisioning Activity
Purpose: to re-visit your intentions for supporting student learning.
Debrief and Feedback
4:00-4:30 pm with Isabeau
- Re-cap of Day 1
- Day 2 homework
- Consultation sign-up on Tuesday & Thursday
- Brief overview of Day 2 and Day 3
- Revisit burning questions, Parking lot, Muddiest Point
Feedback to team
- At the end of Day 1 of CDI, I am feeling ...
- Enter your top three one-word answers here: www.menti.com
- Using code: 57 71 03
Homework at the end of Day 1: Setting Priorities
PREPARE FOR DAY 2
1. Review your course maps to develop priorities for learning. Refer to your CDI Workbook to complete the “Priorities chart” of the CDI Workbook.
2. Share up to 4 of your priorities for learning in this Google spreadsheet (first three columns) before 9 am on Day 2 of the CDI.
3. Once you have submitted your priorities on the Google spreadsheet, review the following document, Taxonomies of Learning, which highlights 3 different taxonomies of learning:
Review the 3 taxonomies, asking yourself:
Makes notes of these in your CDI workbook.
4. Review your One-Sentence Challenge. Would you revise this in any way based on your how you are now thinking about your course?
Day 1 Resources
- Criteria for Big Ideas: http://bit.ly/1kRjJAx
- Criteria for Essential Questions: http://bit.ly/1kHJ3Zt
- Visioning - a learner from the future.
- Taxonomies at a Glance
- Allen, D. & Tanner, K (2007). Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design CBE Life Sciences Education
- Weimer, M. (2012) Five Characteristics of Learner-Centred Teaching
- (optional) Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf
Online Course Design
- Designing an Online Course - CTLT instructional design process
- Online/Blended Course Quality Checklist - UBC
- Connected Learning: an online, open course about open learning. This is an opportunity for further professional development.
Alternate Course Design Planning Approaches
- Concept Maps
Learning Centered Practice
- Paradigm Shifts Doc.
- Fahraeus, A.W.E (2013) Book Review: Weimar, M. (2013) Learner-Centered Teaching: Five Key Changes to Practice. 2nd ed. San Francisco: Jossey-Bass
- 5 Characteristics of Learner Centered Teaching (2012) Weimer
- Learner-centered teaching: Good places to begin (Faculty Focus Blog Post)
- Course Design and Development Ideas That Work, Weimer 2010.
- 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.
- Taxonomies at a Glance
- for a visual representation of Fink's Significant Learning, see Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
Belonging, Diversity and Inclusion
- Diversity and Inclusion in the College Classroom (2014) - Download the full report - a collection of 20 articles - written by faculty - addressing complex and challenging issues in the classroom. Many practical strategies are discussed.
- What I Learned in Class Today- How to talk about aboriginal issues in the classroom.
- Indigenous Foundations
- Sense of Belonging in College Freshmen at the Classroom and Campus Levels (2010)
- The Human Core of Open: Belonging, Relevance & Diversity of Experience (2016) - Mike Caulfield's keynote speech on New Directions in Open Education
- Inclusion By Design: Your Syllabus and Course Design (2016) - interesting survey tool to help you examine the inclusive practices in your own teaching
- Universal Design - UBC-O resource to help faculty with principles that can assist in designing inclusive speeches, presentations, and lectures.
- Group work: Using cooperative learning groups effectively - from Vanderbilt U - Centre for Teaching
- Cornell University: Collaborative Learning: Group Work
- 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.
- Allan, Joanna (1996). Learning outcomes in higher education. Studies in Higher Education. Vol. 21, Iss. 1.
- Biggs, John (2013). Constructive Alignment in University Teaching. HERDSA, Vol. 1
- Cho, J & Trent, A. (2005). “Backward” Curriculum Design and Assessment: What Goes Around Comes Around,Or Haven’t We Seen This Before?. Taboo: Journal of Culture and Education.
- Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf
- Wiggins, Grant P, and Jay McTighe (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Print.
- Consultation related to the selection and use of learning technology to help you meet learning outcomes:
When using this resource, please attribute as follows: developed by the University of British Columbia.
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