Documentation:Course Design Intensive/Resources/June 2017
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
- Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
- Davidovitch, N. (2013) Learning Centered Teaching and Backward Course Design. pdf
- 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.
Working Guides
- Prep document: Planning Your Course Pre-Considerations
- 3 Column Course Planning Doc: http://bit.ly/1lXua6l
- Course Design Working Doc: http://bit.ly/1QU8WD8
- Course Sequence Planning Doc: https://docs.google.com/document/d/1pojGDCLIpySIv59o-P-MyTSkHXK8QFmZsmf8q1VGidc/copy
Day 1 Resources
Course Design
- 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
- 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)
- Exam Wrapper
- 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.
- 2 Stage Exam Process
- 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
- Peer Assessment
- 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)
- Rubrics
- 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.