Documentation:Course Design Intensive/Facilitators Guidebook/Day 3 Resources

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:
  • File:CDI Course Design Example - Biology Introductory Level.pdf
  • File:CDI Course Design Example - Biology Senior Level.pdf
  • File:CDI Course Design Example - Photography.pdf
  • File:CDI Course Design Example Sociology.pdf
  • File:CDI Sample Course Planning Template.docx

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:

• Think, Pair Share/Analyze
• Debate map: for teaching a novel

• 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.

Discipline-related Strategies

• 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

• 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

• 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.

Critical Thinking

• 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.

Syllabus Design

• 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/

Support

• Consultation related to the selection and use of learning technology to help you meet learning outcomes:

• Learning Technology Hub - drop in hours available

• ComPAIR - A CTLT-developed tool for students to evaluate each other's work and offer feedback
• Demo site: https://compairdemo.ctlt.ubc.ca

• Specialized Help - from your faculty support unit or media experts.