Documentation:Course Design Intensive/Facilitators Guidebook/Day 3 Learning Plan
- 1 Day 3 Learning Outcomes
- 2 MORNING
- 3 Welcome and Review
- 4 Exploring Active Learning
- 5 Work on Course Plans: Learning Activities & Alignment
- 6 Reflections on a Course Design: John Vigna (part 2)
- 7 Alignment of course plan
- 8 Learner Centered Syllabus
- 9 Showcase preparation
- 10 Showcasing course design plans: Opportunity for sharing
- 11 Fireside chat: parking lot debrief
- 12 Close
- 13 Next Steps
- 14 Day 3 Resources
- 15 License
- 16 Page Statistics
Day 3 Learning Outcomes
Theme: Exploring the “How”: Possibilities for Engagement
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.
Welcome and Review
9:00 - 9:30 am with Gillian
- Day 3: Agenda and outcomes
- Address formative feedback from Day 2
- Parking lot
Exploring Active Learning
Sue introduces (all support ) - 9:30 - 10:15 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.
Work on Course Plans: Learning Activities & Alignment
10:15 - 11:00 am
Based on input from the active learning session, revise your ideas for learning activities, being mindful of alignment. This can be individual work, paired, or any other small group combination that allows you to progress on your course plans.
Reflections on a Course Design: John Vigna (part 2)
1:00 - 1:45 pm
John will talk about the alignment of his course, further iterations of the course, and his application of techniques learned in the CDI to other course design work.
Alignment of course plan
1:00 - 1:30 pm
Continue working on your course plan. We encourage you to pair up, or in a group of 3, to share your plan. Work on aligning your course level learning outcomes, assessment, and learning strategies. If necessary, refine your Big Ideas and Essential Questions.
Work on aligning your course level learning outcomes, assessment, and learning strategies.
a) If you pair up, ask your partner the following questions (and ask follow-up questions to clarify) [20 minutes - 10 minutes each]:
- What are students "doing" that will support them in reaching the outcomes/assessment you have planned? [How are your learning activities aligned with your learning outcomes and assessment plans?]
- Are your learning activities and assessment plans consistent within the domains of learning (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?
- Consider your student’s needs…. Do the activities promote social belonging? Do they bring relevance? How diverse are the activities?
Make sure you both have a turn to give and receive responses.
Revise your learning activities, as relevant, based on your reflections, discussion, and feedback.
Learner Centered Syllabus
1:30 - 2:00 pm with Sue
Bart, Mary (2015) A Learner Centered Syllabus Helps Set the Tone For Learning - Faculty Focus
- What are the differences between a traditional syllabus and a learner-centred syllabus?
At your table groups, share your course descriptions.
- Seek feedback: Do you get a feel for the course from the description? What aspects make it interesting/inspiring? What might you change/adjust?
- Table Discussion: What was challenging about writing a learner centered course description? How might you involve students in this activity?
Syllabus examples are included in "Next Steps". Review these after the workshop, when you begin working on your syllabus, for ideas you'd like to incorporate.
2:00-2:15 pm Isabeau to introduce
The showcase is an opportunity to share an aspect of your course plan (where you made changes) and receive feedback one last time from your peers. You will also listen to your peers' plans and provide feedback to them. For the showcase you will prepare a flipchart paper to describe an aspect of your course plan which has changed - you will have 2 minutes to introduce your ideas verbally to the group. The flipchart papers will be posted around the room and viewed during the gallery walk.
Ideas for this documentation include (but are not limited to) sharing:
- major insights you've had with your course planning
- an alignment example from your course plan (and share what's changed or new)
- revisions to your 'One-sentence Challenge' or changes to your Course Description
- something that you've changed or are thinking about differently
Showcasing course design plans: Opportunity for sharing
2:15 - 3:00 pm
Presentation order will be established. Each person has 2 minutes to introduce their flipchart. This will be followed by a 15-minute gallery walk to view the flipcharts on the walls.
- Sticky notes will be provided--feel free to add feedback to your peers' as one final gift.
Fireside chat: parking lot debrief
3:00 - 3:30 pm with Gillian
3:30 - 4:15pm with Sue (and all)
- Complete CDI Feedback survey
- Next steps in your Course Plan (see Next Steps, below, as well as in your CDI Workbook)
- Large group close (Question: What is your next step with your course?)
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:
Syllabus: Describe your course in a way that will inspire your learners, in preparation for writing your syllabus. 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. Consider the tone of your syllabus and whether you want to include a Equity and Inclusivity Statement and/or a statement on Territory Acknowledgement.
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
- 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
- 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 (UBC): Physics 101 Learning Objects Assignment Guide: http://blogs.ubc.ca/phys101/files/2015/01/LO-Guide.pdf
- Kathryn Grafton (UBC): 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
- 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.
- How to create and manage groups - from Cornell University
- Group work: Using cooperative learning groups effectively - from Vanderbilt U - Centre for Teaching
- Group Project Tools - from Eberly Centre
- 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.
- 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
- 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.
- UBC-V requirements for all course syllabi are outlined in the Senate Policy titled "Content and Distribution of Course Syllabi"
- An optional template associated with the above policy can be found here.File:How to Make your Syllabus more Learner-centered.pdf
- Syllabus Construction: Vanderbilt University
- 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
- 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/
- 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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