Documentation:Course Design Intensive/Participants/December 2018

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Welcome to the Fall 2018 session of the CDI!

We are looking forward to welcoming a new cohort during the week of December 10th - 14th, 2018. We'll meet in person on Monday, Wednesday and Friday (9am-4:30pm) and on the Tuesday and Thursday we will offer a space for you to meet with peers and/or facilitators to get feedback or support for your course designs in process.

Participants of the June 2018 CDI cohort. (Photo by Abigail Saxton)


The CDI schedule is available to download, but work is in process and the finalized schedule may not be updated until the week before the session.


In course design, as with other design practices, form follows function. The function or purpose of a well designed course is to support learning. The form your course design takes will depend on many variables, but the process of identifying the essential understandings at the heart of the course and then aligning learning outcomes, assessment approaches, learning resources and experiences to guide learners toward understanding is the backbone of a well designed course. Learner-centered approaches consider how the course may be experienced from a learner's perspective and plans accordingly.

During the CDI you will be working to envision your course from a learner's perspective and design the components of a course plan that can be further developed and used to create a learning centered course.

Proposed Learning Outcomes

By reflecting on your course and engaging with your peers and with the course activities, you will have an opportunity to achieve the following outcomes:

1. Approach the design of your course from a learner centered orientation.

2. Apply principles of alignment to develop learning outcomes and to select assessment methods and learning activities.

3. Assess various learning activities and teaching strategies for their value in supporting the learning outcomes you have developed and propose how they may be incorporated into your course design.

4. Engage in peer learning as a means of iterating and refining your course design.

Beyond the outcomes that have been proposed for the course, we hope the "enduring understanding" that will remain with you is that course design both influences and is influenced by learning.

CDI Resources

CDI Workbook & pre-work prior to Day 1

The CDI Workbook supports your analytic thinking in the process of building, refining and iterating your course design. Please download a copy of the CDI Workbook below. You can choose to access in either Google Docs or MS Word:

The workbook is a “working document”--as you build out your course design the template charts and tables will grow (that is, if you choose to create a digital version and keep it on your device). You may also find that changing the orientation of the document to "landscape" allows a better layout of the tables in the document, and more space for your writing. We encourage you to adapt the templates to your own needs--some of you might prefer a printed copy. In this case, we suggest going through the document first, adding white space within the sections to allow you space to write and draft as your ideas emerge.

You can view the pre-work on page 2 of the workbook. Please be sure you schedule sufficient time to complete the pre-work so that learning done on your own can be further developed in the session. Please be sure you bring your completed work with you (digital or hard copies).

Wiki Learning Plans

The CDI uses a wiki to curate our resources, share out our facilitation plan and offer discussion space for questions that arise from the day's learning. Feel free to familiarize yourself with the structure and content of the wiki in advance, but please note that facilitators are making changes to this plan up until Day 1 of the session. In order to post and respond to any discussion thread in the wiki, you need to be logged in. You can find the 'login' button on the top left of any wiki page (using your CWL to log-in).


Some rights reserved
Permission is granted to copy, distribute and/or modify this document according to the terms in Creative Commons License, Attribution-ShareAlike 4.0. The full text of this license may be found here: CC by-sa 4.0

When using this resource, please attribute as follows: developed by the University of British Columbia.