Documentation:Course Design Intensive/Resources/2018

We will be using some core resources through the 3 days of the CDI. Each day, facilitators have also assembled resources that we hope will extend your learning. Those are included here as well.

Core Resources

Readings

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
Felder, R. & Brent, R. (2017). Learner-Centered Teaching: How and Why
(optional) Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf
(optional)Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
(optional) Weimer, M. (2012) Five Characteristics of Learner-Centred Teaching

Video

Video Backwards Design: * Backwards Design Video Note: most relevant, up to 4 mins 42 seconds.
Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); 7-minute video on aligning outcomes, assessment and teaching and learning activities.

CDI Workbook

You can choose to use the document in either Google Docs or MS Word:

CDI Workbook, Google Doc version (make a copy)
CDI Workbook, Microsoft Word version

Day 1 Resources

Course Design

CDI Workbook in MS Word

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

Readings:

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

What are they?: Sample map about concept maps.
Course Design Tool: The Concept Map - Stanford University's Teaching Talk Blog
Concept maps as "constructivist" approach to supporting learning: Concept Mapping and Curriculum Design: U of Tennessee

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.

Learning Outcomes

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

Brief videos on Learning Outcomes and Bloom's Taxonomy
Useful reference on Bloom's revised taxonomy, further details of the cognitive domain: Action Verbs within Bloom's Taxonomy

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

Universal Design - UBC-O resource to help faculty with principles that can assist in designing inclusive speeches, presentations, and lectures.

Group Work

Group work: Using cooperative learning groups effectively - from Vanderbilt U - Centre for Teaching
Cornell University: Collaborative Learning: Group Work

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.

References

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
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.

Support

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

Learning Technology Hub - drop in hours available
Specialized Help - from your faculty support unit or media experts.

Day 2 Resources

Align Assessments: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
Variation on Assessment Methods and Types: visualizing your assessment plan at a glance.
Course Design Examples by Disciplines:

Learning Outcomes

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.
Brief videos on Learning Outcomes and Bloom's Taxonomy
6 Facets of Understanding - primer

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

Assessment

Helping Students Reflect on their Mid-Term Performance: Not Just Their Grade: UBC Faculty of Science.
Classroom Assessment Techniques: a guide from Vanderbilt University - Centre for Teaching
Beyond the Essay: Making Student Thinking Visible in the Humanities by Nancy Chick, CFT, Assistant Director.
Grading Student Work - Vanderbilt University - Centre for Teaching.
Provide Feedforward with Exemplars411: method on gearing feedback towards future performance - Maryellen Weimer
Assessing Learning: Resources from Vanderbilt University - Centre for Teaching.
Flexible Assessment: Rideout, C. (2017). Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach. Assessment & Evaluation in Higher Education, p.1-11.

Exam Wrapper

Cognitive Wrapper Template Teaching Naked - José Antonio Bowen
Discipline Specific Exam Wrappers: Carnegie Mellon University:
Does the Strategy Work: A look at exam wrappers: Mary-Ellen Weimer - Faculty Focus (June 2017)

2 Stage Exam Process

Multiple choice, multiple students: The merits of the two-stage test : brief and excellent article explaining the value and processes used in two stage exams at UBC.
Two Stage Exams (CWSEI, UBC) a good overview of the process and associated effective practices.

Peer Assessment

What is peer assessment and how can it be implemented?: U of T at Austin: good overview and discussion of common problems with the approach and strategies to address them.
Assessment Matters: U of Waikato Self Assessment and Peer Assessment: thorough overview of effective practices related to self and peer assessment methods.
Peer Assessment - Cornell University: the what, why and the how.
Learning Technology Hub: Peer assessment tools and support

Rubrics

Rubric for Creating Rubrics: Buck Institute for Education.
Sample Rubrics: extensive list of sample rubrics for a variety of disciplines.
Sample Rubrics: Philosophy Rubric: Dr. Joseph Topornycky
Creating and Using Rubrics: Carnegie-Mellon - Eberly Centre for Teaching
Rubric for 6 Facets of Understanding (Wiggins & McTighe)

Wikipedia Projects - UBC Examples

SPAN312 Murder, Madness, and Mayhem: Latin American Literature in Translation Jon Beasley-Murray

HIST 396 North American Environmental History Tina Loo

Linguistics Rose-Marie Déchaine

FNH 200 Exploring Our Foods Judy Chan

Learning Research

How People Learn - Teaching guide from Vanderbilt University
Principles of Learning - Eberly Center for Teaching: Carnegie Mellon University

References

Allan, J. (1996). Learning outcomes in higher education. Studies in Higher Education 21(1): 93-108.

Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical teacher, 24(2), 151-155.

Kennedy, D., Hyland, A., Ryan, N. (2009). Learning outcomes and competences. Bologna Handbook, Introducing Bologna Objectives and Tools. Retrieved from: http://www.procesbolonski.uw.edu.pl/dane/learning-outcomes.pdf

Writing Learning Outcomes: A Guide for Academics (2007). Retrieved from: http://www.mon.gov.mk/images/documents/nacionalna_ramka/wlopml.pdf

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.

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.