UBC Wiki - User contributions [en]

Sandbox:Surface Pen - Killer Applications

2015-04-26T10:10:19Z

Hope: Created page with "Killer Application – a software application so compelling that it drives sales of the hardware. http://blogs.msmvps.com/wnewquay/files/2015/04/image1.png The Killer Applic..."

Killer Application – a software application so compelling that it drives sales of the hardware.

http://blogs.msmvps.com/wnewquay/files/2015/04/image1.png

The Killer Applications that brought me into the world of pen computing were things that let me use a pen, when really – only a pen would do the job. In the early days that was [http://www.mindjet.com/mindmanager/ MindManager]. It let me create Mind Maps in much the way that I had done for decades only faster and you could edit it later. It was one of the very first Windows (Tablet PC Edition) applications that was fully pen-enabled, and it remains today, one of the best.

http://blogs.msmvps.com/wnewquay/files/2015/04/image2.png

Later I found [https://www.sketchbook.com/ Sketchbook]. It’s primarily a tool for visual artists but I’ve been using it since it’s introduction as way to naturally express ideas both visual and conceptual. It’s super fast to learn; just like a pen on a paper napkin only it is pressure sensitive, has endless options for pens and colours, and layers. Just last night I was trying to help a friend understand sound dispersion in a horizontal plane. After waving my arms around for a couple of minutes it was clear that I needed to approach this in a different way. I switched modes and pulled out my Surface Pro 3 and drew a simple sketch of the concept in under a minute. He understood immediately.

[http://www.onenote.com OneNote] is another tool that was pen-enabled from the start. say that the pen and paper model is dead and with that, so too is the idea of notebooks and tabs and pages. Well I don’t see OneNote as an analog to paper based notebooks of past, but as a natural form of organization. With that you get all the benefits of linking, embedding, and editing that you expect. In addition you get to do annotation with the pen, and amazingly, you can search and find key words and phrases that you wrote with the pen.

Killer Applications are the ones that make me reach for my Surface Pen. These are the applications I use daily, and I just glanced down and noticed that all them are pinned to my Taskbar.

Do you have any Surface killer applications?

----
[[Category:Microsoft Surface]]

Sandbox:Microsoft Surface 3 Hands On

2015-04-26T10:04:58Z

Hope: Surface Hands on

I finally got my hands on a Surface 3. Here it is (red keyboard) beside my Surface Pro 3 (black keyboard) at the Microsoft Store.

http://blogs.msmvps.com/wnewquay/files/2015/04/image9.png

===Keyboard and Typing Experience===

You’ll notice that the actual keys on the keyboard appear to be the same size. The difference in width is in the border on the sides of the keys. That border is much slimmer on the Surface 3 keyboard. The Trackpad is about the same width, but not as tall. They trimmed some of the border between the top row of keys and the screen. Overall the typing experience seemed comparable to what you get with the Surface Pro 3 keyboard, and I like that.

===Screen===

As you can see the Surface 3 screen is nice and bright. I set both machines to Show more tiles on the Start screen. On the Surface 3 you get five rows of medium sized tiles. On the Surface Pro 3 you get six. At a glance the tiles look to be about the same size so if you can read the tiles on the Surface Pro 3, you’ll be fine with the Surface 3. I looked at several of the applications that I use daily and found that the Surface 3 is just as easy to read and work with as the Surface Pro 3. There’s just less to see on the screen, about 11% less. If you are routinely working at the edges of the screen of a Surface Pro 3 you might miss that extra content. But otherwise, you probably won’t.

If you are used to working at a 16:9 aspect ratio [1920 x 1080], the switch to the 3:2 aspect ratio [1920 x 1280] on the Surface 3 will give you 200 pixels more vertical space in which to work. This is a really noticeable difference and it’s a nice change.

===Kick Stand===

The three position kickstand gives you three very usable viewing angles. I would have preferred that the lowest of these was a little lower, but that’s because I do a lot of work with the Pen on my Surface Pro 3. Still I could see using all three positions and getting lots of productive work done. The lowest setting would be great at a conference where you don’t want your device to be upright like a barrier between you and the other people at the table.

===Weight===

The Surface 3 is just 1.37 pounds (622 grams). My most demanding application for it will be standing and walking and talking with it. I’ll be using the pen and not the keyboard. I do that now with my Surface Pro 3 and it’s great but from what I could tell, I’m going to really enjoy the Surface 3. It is 6.25 ounces (176 grams) lighter than the Surface Pro 3. That’s a noticeable difference, and I was glad to shed the weight.

===Pen Experience===

The Surface Team did a great job of carrying the Pen experience from the Surface Pro 3 to the Surface 3. I use OneNote a lot for cursive notes and this wall worked fine. There wasn’t time to test this with drawing applications though, but from what I saw, the experience should be similar.

===Performance===

I wasn’t expecting great performance with the Quad-core Intel Atom x7-Z8700 processor. I was very pleasantly surprised to find that the Surface 3 demo units with the modest 2 gigabytes of RAM were snappy and responsive. I tried watching some video over the net at full screen. This was really good, and I didn’t notice any lag or hesitation for any of the kinds of things I would do for casual or business use. I didn’t try any video editing or heavy duty graphics, but that’s not what this machine is designed to do.

===Wireless Display Adapter===

This is almost an after-thought for me, but I noticed and played with the Surface 3 connected to a gigantic monitor using the Microsoft Digital Display.

http://dri1.img.digitalrivercontent.net/Storefront/Company/msintl/images/English/en-INTL-Microsoft-Wireless-Display-Adapter-CG4-00001/en-INTL-L-Microsoft-Wireless-Display-Adapter-CG4-00001-RM1-mnco.jpg

This was a snap to connect and worked very well.

----
[[Category:Microsoft Surface]]

Sandbox:Microsoft Surface Pro 3

2015-04-26T10:01:15Z

Hope: Hibernate from Power Options

http://tabletwiki.com/mpc/images/9/98/SurfacePro3.png
== Tips==
=== Battery Life - Hibernate ===
Surface Pro 3 will put itself into Hibernate mode after four hours asleep. You can put it into Hibernate mode immediately after this little tweak.
On the Start menu choose Run

In the Run dialog type: gpedit.msc

http://blogs.msmvps.com/wnewquay/files/2015/04/image5.png

Click OK

In the Group Policy Editor navigate to:

Administrative Templates > Windows Components > File Explorer > Show hibernate in the power options menu.

http://blogs.msmvps.com/wnewquay/files/2015/04/image6.png

Click and then set the option to Enabled.

http://blogs.msmvps.com/wnewquay/files/2015/04/image7.png

That’s it. OK your way out.

Next time you want to Hibernate tap Start > Shutdown and choose Hibernate.

http://blogs.msmvps.com/wnewquay/files/2015/04/image8.png

What about [http://blogs.windows.com/bloggingwindows/2014/06/19/instantgo-a-better-way-to-sleep/ InstantGo]?

Yes, when I turn on Hiberate I lose the instant resume from standby, and the background updates for email or connectivity by Skype. I have my Windows phone with me all the time so I don’t need the connectivity while the system is asleep. It does take a longer to wake up from Hibernate but at least now I can choose to go there immediately if I want.

----
[[Category:Microsoft Surface]]

Microsoft Surface Pro 3:

2015-04-26T09:55:09Z

Hope: Hope moved page Microsoft Surface Pro 3: to Sandbox:Microsoft Surface Pro 3 First Impressions: should have been in Sandbox

#REDIRECT [[Sandbox:Microsoft Surface Pro 3 First Impressions]]

Sandbox:Microsoft Surface Pro 3 First Impressions

2015-04-26T09:55:09Z

Hope: Hope moved page Microsoft Surface Pro 3: to Sandbox:Microsoft Surface Pro 3 First Impressions: should have been in Sandbox

http://tabletwiki.com/mpc/images/9/98/SurfacePro3.png
It’s Surface Pro 3 Launch Day in Canada! I was at the Microsoft Store bright and early to get my Surface Pro 3 – Core i7 with 8 Gigabytes of RAM and 512 Gigabyte SSD.

I already have a Surface Pro 2 with 8 Gigabytes of RAM and 256 Gigabyte SSD. I wanted to explore the outer limits of performance and capacity with the latest machine.

First Impressions The Surface Pro 3 is beautiful and fast and I immediately noticed that there’s about a 1/3 more vertical real-estate. This is going to make a huge difference in Visual Studio 2013 and Excel. In both cases there’s a lot to be said for being able to see more on the screen without scrolling. The keyboard feels great and the touch pad is bigger, smoother, and feels more responsive.

The unit is bigger around the outside perimeter than the Surface Pro and Surface Pro 2, but it’s thinner and lighter. The fully adjustable kickstand is a marvel of engineering. I will no longer need to carry around rubber bumper things to support the screen at the leisurely reclined angle that I prefer for writing.

Despite the difference in size the Surface Pro 3 fits in the same carrying case I have for the older Surface Pro 2. But there was a great deal on a bundle (Office 365, Keyboard, Surface Complete warranty, and a case). So I got the bundle.

It’s too bad that I had to wait until today to get the Surface Pro 3. I had a very intense week last week with all day lectures every day. That would have been a great real-world test of power and battery life. I did it with the Surface Pro 2, but I had to keep an eye on the battery meter and stay close to a power outlet. I’m looking forward to finding out what kind of real-world performance I’ll get with the Core i7 in the Surface Pro 3.

Battery Life

Hmmm, the battery meter on the task bar does not show estimated run-time like my other Windows machines. It does show percentage though. That probably makes sense because the machine could not possibly estimate the battery life with [https://msdn.microsoft.com/en-us/library/windows/hardware/dn481216%28v=vs.85%29.aspx Connected Standby] (aka InstantGo).

If you’re new to Surface check out this article: [https://www.microsoft.com/surface/en-us/support/hardware-and-drivers/battery-and-power-pro Surface Pro battery and power].
----
[[Category:Microsoft Surface]]

Sandbox:Microsoft Surface Pro 3

2015-04-26T09:53:40Z

Hope: Replacing page that should have been here in Sandbox. Microsoft Surface Pro 3

Sandbox:Microsoft Surface Pro 2 Comparison to Surface Pro

2015-04-26T09:51:58Z

Hope: formatting

http://tabletwiki.com/mpc/images/b/ba/SurfacePro03.png

I got the Surface Pro as soon as it was available in February 2013. It seemed almost premature to get the Surface Pro 2 when it came out in October 2013 but I got it anyway. The main reason: For many of my presentations I like to have two screens up as I'm speaking. Until now I had been using the Surface RT as my second screen, but my must-have applications (Mouse Without Borders, Sketchbook Pro) do not run on that machine. When the Surface Pro 2 came out - I was ready to make the jump. The intent was not to replace the original Surface Pro, but to get another full-function tablet to use with it. In short - it's exactly what I needed. I want to add that if you have a Surface Pro, I wouldn't be looking to replace it with a Surface Pro 2. There are advantages to the new unit but the original Surface Pro is still a wonderful machine and by no means obsolete.

The biggest advantages of the Surface Pro 2 over the original Surface Pro:

* Battery life. For my typical applications: Surface Pro runs 3.5 hours. The Surface Pro 2 runs 5.5 hours. This difference matters when I need to spend extended time away from AC power but when I'm doing presentations the Surface Pro lasts long enough.
* Kick Stand angle It's a small thing but the Surface Pro 2 has a two step kick stand that allows it to sit tilted both at the original angle of the Surface Pro, and also a second position - tilted a little farther back. If I have the Surface Pro 2 on a desktop, lectern, or hand-held, this does not matter at all. The only time I use the new second position is when I have the Surface Pro 2 on a flat surface that is low, but not low enough to lay it flat.
* Processor Speed In all the reviews that I've read much has been made of the faster processor in the Surface Pro 2. For what I do when I'm teaching and day to day computing, I don't notice the difference when I have the machines side-by-side.

Enjoy your Surface Pro if you have one, but if you don't take a really good look at the Surface Pro 2. It's a wonderful machine.

References:

* [http://www.microsoft.com/surface/en-ca/products/surface-pro-2 Surface Pro 2]
* [http://www.microsoft.com/en-ca/download/details.aspx?id=35460 Mouse Without Borders]
----
[[Category:Microsoft Surface]]

Sandbox:Microsoft Surface Pro 2 Comparison to Surface Pro

2015-04-26T09:51:06Z

Hope: created page

http://tabletwiki.com/mpc/images/b/ba/SurfacePro03.png

I got the Surface Pro as soon as it was available in February 2013. It seemed almost premature to get the Surface Pro 2 when it came out in October 2013 but I got it anyway. The main reason: For many of my presentations I like to have two screens up as I'm speaking. Until now I had been using the Surface RT as my second screen, but my must-have applications (Mouse Without Borders, Sketchbook Pro) do not run on that machine. When the Surface Pro 2 came out - I was ready to make the jump. The intent was not to replace the original Surface Pro, but to get another full-function tablet to use with it. In short - it's exactly what I needed. I want to add that if you have a Surface Pro, I wouldn't be looking to replace it with a Surface Pro 2. There are advantages to the new unit but the original Surface Pro is still a wonderful machine and by no means obsolete.

The biggest advantages of the Surface Pro 2 over the original Surface Pro:

Battery life. For my typical applications: Surface Pro runs 3.5 hours. The Surface Pro 2 runs 5.5 hours. This difference matters when I need to spend extended time away from AC power but when I'm doing presentations the Surface Pro lasts long enough.
Kick Stand angle It's a small thing but the Surface Pro 2 has a two step kick stand that allows it to sit tilted both at the original angle of the Surface Pro, and also a second position - tilted a little farther back. If I have the Surface Pro 2 on a desktop, lectern, or hand-held, this does not matter at all. The only time I use the new second position is when I have the Surface Pro 2 on a flat surface that is low, but not low enough to lay it flat.
Processor Speed In all the reviews that I've read much has been made of the faster processor in the Surface Pro 2. For what I do when I'm teaching and day to day computing, I don't notice the difference when I have the machines side-by-side.

Enjoy your Surface Pro if you have one, but if you don't take a really good look at the Surface Pro 2. It's a wonderful machine.

References:

* [http://www.microsoft.com/surface/en-ca/products/surface-pro-2 Surface Pro 2]
* [http://www.microsoft.com/en-ca/download/details.aspx?id=35460 Mouse Without Borders]
----
[[Category:Microsoft Surface]]

Category:Microsoft Surface

2015-04-26T09:47:41Z

Hope:

[http://surface.com Microsoft Surface]

[http://surface.com http://dotnet.tech.ubc.ca/hope/images/mvp/SurfacePro03.png]

Category:Microsoft Surface

2015-04-26T09:46:59Z

Hope:

[http://surface.com Microsoft Surface]

[http://surface.com http://dotnet.tech.ubc.ca/hope/images/mvp/SurfacePro03.png|right]

Sandbox:Microsoft Surface Pro 3 First Impressions

2015-04-26T09:46:05Z

Hope: Added Category

Sandbox:Microsoft Surface Pro 3 First Impressions

2015-04-26T09:45:04Z

Hope: MIcrosoft Surface Pro 3 initial impressions

Course:CTLT Course Design Intensive December 2014

2015-01-15T00:03:25Z

Hope: punctuation

{{Infobox_New_Course
|title=CTLT Course Design Intensive December 2014
|picture=Image:wiki.png
|subject code=CTLT Course Design Intensive Dec 2014
|course number=CDIDec2014
|section number= [http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/ Course Design Institute]
|instructor= Jessica Earle-Meadows, Joseph Topornycky, Sharon Hu
|instructor 2= Marie Krbavac, Roselynn Verwoord
|instructor 3= Catherine Rawn
|instructor 4=Luisa Canuto, Stefania Burk, Bonita Bray
|instructor 5=
|instructor 6= Hope
|email=
|office=
|office hours=

|schedule= Monday December 8 8:45-4:30 Rm 2.22 <br>Wednesday December 10 8:45-4:30 '''Dodson Room'''<br>Friday December 12 8:45-4:00 Rm 2.22

|classroom= [http://www.maps.ubc.ca/PROD/index_detail.php?locat1=516 Irving K. Barber Learning Centre]<br>1961 East Mall<br>Room 2.22 / Dodson Room (3rd floor)

}}


== Monday Morning | Situational Factors==
[[File:CDIDec2014Day1.jpg|right|300px|Day One Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Monday_Day_One]]
Jessica Earle-Meadows, Joseph Topornycky

[http://1drv.ms/1wuoxQV CDI Day One and Situational Factors] PowerPoint


* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18564&authkey=!ANkBKSnUBUnnL9A&v=3&ithint=photo%2cjpg Kolb Worksheet-Flat.jpg]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18565&authkey=!ABLQfUJ5YIeqVcY&v=3&ithint=photo%2ctif Kolb Worksheet-Flat.tif]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18214&authkey=!AI8BXkSnVD4nFB8&ithint=file%2cpdf Kolb Worksheet-Flat.pdf]

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Situational Factors|Formative Assessment - Situational Factors]]

=== Course Delivery Models ===
[mailto:sharon.hu@ubc.ca Sharon Hu]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18569&authkey=!ADw2LByJP0PPWfE&ithint=file%2cpptx Course Delivery Models] PowerPoint

[https://www.coursera.org/course/blendedlearning Coursera Blended Learning Course]

== Monday Afternoon | Developing Course Goals and Learning Objectives ==
Roselynn Verwoord, Marie Krbavac
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18567&authkey=!AI_LTHFL5pV_3jE&ithint=file%2cpptx CDI DACUM] PowerPoint Presentation

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18561&authkey=!AIUK_cF0z2fYvjc&ithint=file%2cpdf BCIT - Writing Learning Objectives] pdf
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18554&authkey=!AIxuZvXv6_peqqk&ithint=file%2cpdf Sample DACUM] pdf
* [http://files.eric.ed.gov/fulltext/ED401483.pdf DACUM Handbook] Ohio State University

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18553&authkey=!AO-7i7qDO6Njgrc&ithint=file%2cdoc DACUM] blank worksheet Word.docx
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18510&authkey=!AGJtf7WfUAg1BUo&ithint=file%2cdoc Planning Your Course - Things to Consider] Word.docx

;BORC
* Brainstorm
* Organize
* Reflect
* Consolidate

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Developing Course Goals and Learning Objectives|Formative Assessment - Developing Course Goals and Learning Objectives]]

===Preparation for Wednesday===
Question from Luisa
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
In preparation for the session on Teaching & Learning Activities could you please jot down one or two Learning Activities you'd like to learn about.

Roselynn has cards on which you can write your responses. We need these before you leave today.
</div>

== Wednesday Morning | Backward Design and Assessment==
[[File:CDIDec2014Day2.jpg|right|300px|Day Two Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Wednesday_Day_Two]]
Pre-Session Assessment:
[[File:CDIDec2014Day2Hopes.jpg|right|200px|Hopes and Fears exercise|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Hopes_and_Fears]]
* What are my hopes for the session?
* What are my fears?

Dr. Catherine D. Rawn

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18216&authkey=!AKZSnMcWlInSXb0&ithint=file%2cpptx Backward Design and Assessment] PowerPoint Presentation (to download click File | Save As)

=== Handouts ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18639&authkey=!AOMgbEbP4p0yiAU&ithint=file%2cpdf Three Column Tables 5 Examples]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18638&authkey=!AE3lrIrF_LdWUYs&ithint=file%2cdocx Course Design Intensive Session 3 Assessment 3 column course design]

=== Related Material ===
[http://laplab.ucsd.edu/articles/Pashler_et_al_2009PSPI.pdf Learning Styles - University of California, San Diego] Pashler <br>Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

Teaching with your Mouth Shut by Donald Finkel

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Backward Design and Assessment|Formative Assessment - Backward Design and Assessment]]

== Wednesday Afternoon | Learning Activities ==
[[File:CDIDec2014TeachingActivity04.jpg|300px|right|Teaching Activities and Learning Objectives - click for more|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Teaching_Activities_and_Learning_Objectives]]
Luisa Canuto, Stefania Burk, Emily Renoe

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18529&authkey=!AGNVCv-FmhxJeWs&ithint=file%2cpptx CDI Learning Activities Dec2014] PowerPoint Presentation (to download click File | Save As)

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18664&authkey=!ABCZ6WRZRuEfBE8&ithint=file%2cdoc Teaching & Learning Activity Matrix] Word document

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf file

Additional Resources
*[[Problem-Based Learning (Teaching and Learning)]]
* [http://learntbl.ca/book/other-materials/ Learn TBL]

=== Sharing Technology Tools to Support Active Learning ===
Bonita Bray

[https://docs.google.com/presentation/d/13CV2ScpOIxoF2n8XWWgtkcDJFNAH2_m_gR49BQgWVnU/edit?usp=sharing Technology Tools to Support Active Learning] To save on your computer, click File -> Download As.
{| border=0
|+ Resources
|-
! Bonita mentioned these resources (supported by UBC)
! Interesting resources (Not supported by UBC)
|-
|
* [http://elearning.ubc.ca/connect/ Connect]
* [http://elearning.ubc.ca/toolkit/clickers/ Clickers]
* [http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Collaborate]
* [http://elearning.ubc.ca/toolkit/blogs/ blogs]
* [http://elearning.ubc.ca/toolkit/wiki/ wiki]
* [http://elearning.ubc.ca/toolkit/kaltura/ Kaltura]
|
* [http://turnitin.com/ turnitin]
* [http://www.polleverywhere.com/polls?page=501856 Poll Everywhere]
* [https://moodle.org/ moodle]
|}

;Handouts on Facilitating Discussions
*[http://www.edudemic.com/wp-content/uploads/2014/02/discussion.jpg Discussion Poster]
*[http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf Generating and Facilitating Engaging and Effective Online Discussions Article]

*[http://ctlt.ubc.ca/tble/ Information on Teaching in a Blended Learning Environment Course]

=== Formative Assessment ===
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|link=Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning_Activities]]
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning Activities|Formative Assessment - Learning Activities]]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18659&authkey=!AFJtaWKo53jyDBY&ithint=file%2cxlsx Results from Socrative Quiz] Excel workbook

=== Pre Session Work for Friday ===
From Jessica Earle-Meadows
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.2em; ">
In preparation for Friday's session, please do the following:

* Complete at least 2 three-column course tables that Catherine Rawn introduced to you this morning and can be found in her [[Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment|Presentation and accompanying notes]] connected to two of your course 2 learning objectives <br> - = OR = -
* Complete a draft of ALL the learning objectives for your course (including your course goals). This will have you in good standing to get the most of our the 2-hour Working on your own segment of Friday morning
* Email [mailto:jessica.earle-meadows@ubc.ca?subject=CDI PreSession work for Friday Jessica]) with your answer to the following questions:
* What goal(s) can I aim to accomplish in the two hour session Friday that will assist me with my course design process the most?
* What resources or conditions (e.g., facilitators in the room, templates for planning, working alone, particular texts) will help me with this?
* Knowing this, how can I prepare for Friday?
</div>

== Friday Morning | Rubrics and Evaluation==

=== Handouts and Documents ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18666&authkey=!ALbpIaJPMBO26X0&ithint=file%2cdocx Blooms -rubric handout]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18668&authkey=!APAk6FeBT1Rv6pY&ithint=file%2cdocx Critical Thinking Rubric]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18667&authkey=!AL5DjuERQjnQgEI&ithint=file%2cdocx Critical Thinking Standards]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18669&authkey=!AMIYRxzyxvhieqQ&ithint=file%2cdocx Rubric blank]

* [http://www.uncw.edu/qep/documents/AshClaytonGeneratingDeepeningandDocumentingLearning.pdf Generating, Deepening, and Documenting Learning - Ash & Clayton]

=== Formative Assessment ===
You will do a 2 minute paper: "How has your thinking about Rubrics changed as a result of this morning's session?"

[http://socrative.com socrative.com] Log in as student, room 79129

[[Course:CTLT_Course_Design_Intensive_December_2014/Formative_Assessments#Rubrics_and_Evaluation|Formative Assessment Responses]]

== Session Six: Friday Afternoon | Evaluation, Syllabus, Formative Assessment, Reflection, Close ==

http://www.harapnuik.org/educ652/syllabus/

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/?ET=facultyfocus:e48:318737a:&st=email

Jessica Earle-Meadows, Joseph Topornycky

== Formative Assessment ==
{{:Sandbox:Course Design Intensive Formative Assessment}}

== General Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf

[https://www.youtube.com/watch?v=7k10Xwo1lkc Bloom's Taxonomy Overview] video

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18504&authkey=!ADW-Dm73KQ8WLzM&ithint=file%2cpdf Bloom's Taxonomy Action Verbs]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18522&authkey=!AOt6r5Dcb9Lu3x8&ithint=file%2cdocx CTLT Feedback Form]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18246&authkey=!AAr9ADZagIBFgic&ithint=file%2cpdf Designing Courses for Significant Learning] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18511&authkey=!AEW3UqMpQ3Ms9hM&ithint=file%2cpdf Integrated Course Design - Idea Paper 42] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18245&authkey=!AMeyjrMa1ccXrrk&ithint=file%2cdoc Planning Your Course - Things to Consider]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18512&authkey=!AE6u171Or8GHSXM&ithint=file%2cpdf The Power of Course Design to Increase Student Engagement and Learning] Dee Fink

[http://www.teachingperspectives.com/tpi/ Teaching Perspectives Inventory]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18505&authkey=!AAGCwD9MNsFVAZw&ithint=file%2cdoc Tips for Writing Learning Objectives]

== Pictures ==
{{Course:CTLT Course Design Intensive December 2014/Notes}}

Category:CTLT Course Design Intensive Dec 2014

2014-12-13T18:13:50Z

Hope: Created page with "This refers to the CTLT Course Design Intensive session - December 8, 10, 12 2014 http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/"

This refers to the CTLT Course Design Intensive session - December 8, 10, 12 2014

http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/

Sandbox:Course Design Intensive Formative Assessment

2014-12-13T17:42:37Z

Hope: /* Resources */

==== Speaking Notes ====
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.
;Click images below to see full sized version (big)

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/d/d6/Formative_Assessment.jpg]]

[[File:CTLT CDI Dec 2014 Fink -Taxonomy of Significant Learning.jpg|1024px|Fink - Taxonomy of Significant Learning|link=http://wiki.ubc.ca/images/1/17/CTLT_CDI_Dec_2014_Fink_-Taxonomy_of_Significant_Learning.jpg]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

https://public.dm2301.livefilestore.com/y2pSHd2k1O6yCR2evbZvhzn5PLESi0VKpMbKpUQmpGfCVh8l49DhF31-SO20HSLeLZCDirHSVAhwXEoElXZxvWAHLIJqm82OpHpU9cOnTaPers/Fink%20Taxonomy%20of%20Significant%20Learning.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Sandbox:Course Design Intensive Formative Assessment

2014-12-13T17:42:02Z

Hope: /* Resources */

==== Resources ====
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.
;Click images below to see full sized version (big)

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/d/d6/Formative_Assessment.jpg]]

[[File:CTLT CDI Dec 2014 Fink -Taxonomy of Significant Learning.jpg|1024px|Fink - Taxonomy of Significant Learning|link=http://wiki.ubc.ca/images/1/17/CTLT_CDI_Dec_2014_Fink_-Taxonomy_of_Significant_Learning.jpg]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

https://public.dm2301.livefilestore.com/y2pSHd2k1O6yCR2evbZvhzn5PLESi0VKpMbKpUQmpGfCVh8l49DhF31-SO20HSLeLZCDirHSVAhwXEoElXZxvWAHLIJqm82OpHpU9cOnTaPers/Fink%20Taxonomy%20of%20Significant%20Learning.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Course:CTLT Course Design Intensive December 2014/Notes

2014-12-13T17:40:12Z

Hope: /* Formative Assessment */

=== Monday Day One ===
==== Overview ====
;Burning Questions
https://ufkokq.dm2301.livefilestore.com/y2mX2_unUDMq2PAnDBZ_SYNgafcfgoc7sAnVP2ce0oYJBrFhe0gVBtr0dXm0qPol9dcPgzaHRMqfUsbS7UirdYwRw8JIHwCrawntK3_3juCCgi9n3XrjOlkLRrK5p-4zmiU3g5EumOxJVLXceDfcmRDHg/BurningQuestions.jpg

[[File:CDIDec2014Day1.jpg|500px|Day One Overview]]

;Kolb's Cyle
https://ufkfkq.dm2301.livefilestore.com/y2mJKpSP881BdOZ9tYbymdpXvDMOyA6CddY38IRX82ZsgkRNlrktHtlP1zsZtxWPL3OMOtdjbROPE3h_qovMMteK70cS2a4nFqIQfxU913-F0jKyq2v2FuLSBO75onwA8yeXNSoSz0HETkq3YkWJXc38Q/KolbsCycle.jpg

=== Wednesday Day Two ===
==== Overview ====
[[File:CDIDec2014Day2.jpg|500px|Day Two Overview]]

==== Hopes and Fears ====
Example of Pre Session Forward Looking Formative Assessment.

[[File:CDIDec2014Day2Hopes.jpg|500px|Day Two Hopes and Fears Exercise]]

Sorry - didn't get a photo of the fears

====Teaching Activities and Learning Objectives====

[[File:CDIDec2014TeachingActivity01.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity02.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity03.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity04.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity05.jpg|500px|Teaching Activities]]

==== Formative Assessment - Learning Activities ====
Responses to "Name a learning activity that you can use as a formative assessment".

[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|500px|Wordle in response to question|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]

Wordle (http://wordle.net)

[http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment live version]

=== Friday Day Three ===
==== Rubrics and Evaluation ====
[[File:CDI 2014-12-01.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-02.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-03.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-04.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-05.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-06.jpg|500px|Rubrics and Evaluation]]

==== Formative Assessment ====

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.
;Click images below to see full sized version (big)

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/d/d6/Formative_Assessment.jpg]]

[[File:CTLT CDI Dec 2014 Fink -Taxonomy of Significant Learning.jpg|1024px|Fink - Taxonomy of Significant Learning|link=http://wiki.ubc.ca/images/1/17/CTLT_CDI_Dec_2014_Fink_-Taxonomy_of_Significant_Learning.jpg]]

Course:CTLT Course Design Intensive December 2014/Notes

2014-12-13T17:39:11Z

Hope: /* Formative Assessment */

=== Monday Day One ===
==== Overview ====
;Burning Questions
https://ufkokq.dm2301.livefilestore.com/y2mX2_unUDMq2PAnDBZ_SYNgafcfgoc7sAnVP2ce0oYJBrFhe0gVBtr0dXm0qPol9dcPgzaHRMqfUsbS7UirdYwRw8JIHwCrawntK3_3juCCgi9n3XrjOlkLRrK5p-4zmiU3g5EumOxJVLXceDfcmRDHg/BurningQuestions.jpg

[[File:CDIDec2014Day1.jpg|500px|Day One Overview]]

;Kolb's Cyle
https://ufkfkq.dm2301.livefilestore.com/y2mJKpSP881BdOZ9tYbymdpXvDMOyA6CddY38IRX82ZsgkRNlrktHtlP1zsZtxWPL3OMOtdjbROPE3h_qovMMteK70cS2a4nFqIQfxU913-F0jKyq2v2FuLSBO75onwA8yeXNSoSz0HETkq3YkWJXc38Q/KolbsCycle.jpg

=== Wednesday Day Two ===
==== Overview ====
[[File:CDIDec2014Day2.jpg|500px|Day Two Overview]]

==== Hopes and Fears ====
Example of Pre Session Forward Looking Formative Assessment.

[[File:CDIDec2014Day2Hopes.jpg|500px|Day Two Hopes and Fears Exercise]]

Sorry - didn't get a photo of the fears

====Teaching Activities and Learning Objectives====

[[File:CDIDec2014TeachingActivity01.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity02.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity03.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity04.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity05.jpg|500px|Teaching Activities]]

==== Formative Assessment - Learning Activities ====
Responses to "Name a learning activity that you can use as a formative assessment".

[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|500px|Wordle in response to question|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]

Wordle (http://wordle.net)

[http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment live version]

=== Friday Day Three ===
==== Rubrics and Evaluation ====
[[File:CDI 2014-12-01.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-02.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-03.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-04.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-05.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-06.jpg|500px|Rubrics and Evaluation]]

==== Formative Assessment ====

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/d/d6/Formative_Assessment.jpg]]

[[File:CTLT CDI Dec 2014 Fink -Taxonomy of Significant Learning.jpg|1024px|Fink - Taxonomy of Significant Learning]]

File:CTLT CDI Dec 2014 Fink -Taxonomy of Significant Learning.jpg

2014-12-13T17:37:54Z

Hope:

=={{int:filedesc}}==
{{Information
|description={{en|1=CTLT CDI Dec 2014 Fink -Taxonomy of Significant Learning}}
|date=2014-12-13
|source={{own}}
|author=[[User:Hope|Hope]]
|permission=
|other_versions=
|other_fields=
}}

=={{int:license-header}}==
{{self|cc-by-sa-2.5-ca}}

[[Category:CTLT Course Design Intensive Dec 2014]]

Course:CTLT Course Design Intensive December 2014/Notes

2014-12-13T17:35:31Z

Hope: /* Formative Assessment */

=== Monday Day One ===
==== Overview ====
;Burning Questions
https://ufkokq.dm2301.livefilestore.com/y2mX2_unUDMq2PAnDBZ_SYNgafcfgoc7sAnVP2ce0oYJBrFhe0gVBtr0dXm0qPol9dcPgzaHRMqfUsbS7UirdYwRw8JIHwCrawntK3_3juCCgi9n3XrjOlkLRrK5p-4zmiU3g5EumOxJVLXceDfcmRDHg/BurningQuestions.jpg

[[File:CDIDec2014Day1.jpg|500px|Day One Overview]]

;Kolb's Cyle
https://ufkfkq.dm2301.livefilestore.com/y2mJKpSP881BdOZ9tYbymdpXvDMOyA6CddY38IRX82ZsgkRNlrktHtlP1zsZtxWPL3OMOtdjbROPE3h_qovMMteK70cS2a4nFqIQfxU913-F0jKyq2v2FuLSBO75onwA8yeXNSoSz0HETkq3YkWJXc38Q/KolbsCycle.jpg

=== Wednesday Day Two ===
==== Overview ====
[[File:CDIDec2014Day2.jpg|500px|Day Two Overview]]

==== Hopes and Fears ====
Example of Pre Session Forward Looking Formative Assessment.

[[File:CDIDec2014Day2Hopes.jpg|500px|Day Two Hopes and Fears Exercise]]

Sorry - didn't get a photo of the fears

====Teaching Activities and Learning Objectives====

[[File:CDIDec2014TeachingActivity01.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity02.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity03.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity04.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity05.jpg|500px|Teaching Activities]]

==== Formative Assessment - Learning Activities ====
Responses to "Name a learning activity that you can use as a formative assessment".

[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|500px|Wordle in response to question|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]

Wordle (http://wordle.net)

[http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment live version]

=== Friday Day Three ===
==== Rubrics and Evaluation ====
[[File:CDI 2014-12-01.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-02.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-03.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-04.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-05.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-06.jpg|500px|Rubrics and Evaluation]]

==== Formative Assessment ====

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/d/d6/Formative_Assessment.jpg]]

[[File:CTLT CDI Dec 2014 Fink - Taxonomy of Significant Learning.jpg|1024px|Fink - Taxonomy of Significant Learning]]

File:Formative Assessment.jpg

2014-12-13T17:23:01Z

Hope: Hope uploaded a new version of "File:Formative Assessment.jpg"

=={{int:filedesc}}==
{{Information
|description={{en|1=CTLT CDI December 2014 speaking notes}}
|date=2014-12-12
|source={{own}}
|author=[[User:Hope|Hope]]
|permission=
|other_versions=
|other_fields=
}}

=={{int:license-header}}==
{{self|cc-by-sa-2.5-ca}}

[[CTLT Course Design Intensive Dec 2014]]

File:Formative Assessment.jpg

2014-12-13T17:21:49Z

Hope:

Course:CTLT Course Design Intensive December 2014/Notes

2014-12-13T17:17:35Z

Hope: /* Formative Assessment */

=== Monday Day One ===
==== Overview ====
;Burning Questions
https://ufkokq.dm2301.livefilestore.com/y2mX2_unUDMq2PAnDBZ_SYNgafcfgoc7sAnVP2ce0oYJBrFhe0gVBtr0dXm0qPol9dcPgzaHRMqfUsbS7UirdYwRw8JIHwCrawntK3_3juCCgi9n3XrjOlkLRrK5p-4zmiU3g5EumOxJVLXceDfcmRDHg/BurningQuestions.jpg

[[File:CDIDec2014Day1.jpg|500px|Day One Overview]]

;Kolb's Cyle
https://ufkfkq.dm2301.livefilestore.com/y2mJKpSP881BdOZ9tYbymdpXvDMOyA6CddY38IRX82ZsgkRNlrktHtlP1zsZtxWPL3OMOtdjbROPE3h_qovMMteK70cS2a4nFqIQfxU913-F0jKyq2v2FuLSBO75onwA8yeXNSoSz0HETkq3YkWJXc38Q/KolbsCycle.jpg

=== Wednesday Day Two ===
==== Overview ====
[[File:CDIDec2014Day2.jpg|500px|Day Two Overview]]

==== Hopes and Fears ====
Example of Pre Session Forward Looking Formative Assessment.

[[File:CDIDec2014Day2Hopes.jpg|500px|Day Two Hopes and Fears Exercise]]

Sorry - didn't get a photo of the fears

====Teaching Activities and Learning Objectives====

[[File:CDIDec2014TeachingActivity01.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity02.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity03.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity04.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity05.jpg|500px|Teaching Activities]]

==== Formative Assessment - Learning Activities ====
Responses to "Name a learning activity that you can use as a formative assessment".

[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|500px|Wordle in response to question|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]

Wordle (http://wordle.net)

[http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment live version]

=== Friday Day Three ===
==== Rubrics and Evaluation ====
[[File:CDI 2014-12-01.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-02.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-03.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-04.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-05.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-06.jpg|500px|Rubrics and Evaluation]]

==== Formative Assessment ====

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/d/d6/Formative_Assessment.jpg]]

Course:CTLT Course Design Intensive December 2014/Notes

2014-12-13T17:15:24Z

Hope: /* Formative Assessment */ link to full sized image

=== Monday Day One ===
==== Overview ====
;Burning Questions
https://ufkokq.dm2301.livefilestore.com/y2mX2_unUDMq2PAnDBZ_SYNgafcfgoc7sAnVP2ce0oYJBrFhe0gVBtr0dXm0qPol9dcPgzaHRMqfUsbS7UirdYwRw8JIHwCrawntK3_3juCCgi9n3XrjOlkLRrK5p-4zmiU3g5EumOxJVLXceDfcmRDHg/BurningQuestions.jpg

[[File:CDIDec2014Day1.jpg|500px|Day One Overview]]

;Kolb's Cyle
https://ufkfkq.dm2301.livefilestore.com/y2mJKpSP881BdOZ9tYbymdpXvDMOyA6CddY38IRX82ZsgkRNlrktHtlP1zsZtxWPL3OMOtdjbROPE3h_qovMMteK70cS2a4nFqIQfxU913-F0jKyq2v2FuLSBO75onwA8yeXNSoSz0HETkq3YkWJXc38Q/KolbsCycle.jpg

=== Wednesday Day Two ===
==== Overview ====
[[File:CDIDec2014Day2.jpg|500px|Day Two Overview]]

==== Hopes and Fears ====
Example of Pre Session Forward Looking Formative Assessment.

[[File:CDIDec2014Day2Hopes.jpg|500px|Day Two Hopes and Fears Exercise]]

Sorry - didn't get a photo of the fears

====Teaching Activities and Learning Objectives====

[[File:CDIDec2014TeachingActivity01.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity02.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity03.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity04.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity05.jpg|500px|Teaching Activities]]

==== Formative Assessment - Learning Activities ====
Responses to "Name a learning activity that you can use as a formative assessment".

[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|500px|Wordle in response to question|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]

Wordle (http://wordle.net)

[http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment live version]

=== Friday Day Three ===
==== Rubrics and Evaluation ====
[[File:CDI 2014-12-01.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-02.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-03.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-04.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-05.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-06.jpg|500px|Rubrics and Evaluation]]

==== Formative Assessment ====

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/thumb/d/d6/Formative_Assessment.jpg/1024px-Formative_Assessment.jpg]]

Sandbox:Course Design Intensive Formative Assessment

2014-12-13T10:17:59Z

Hope: /* Resources */

=== Resources ===
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=http://wiki.ubc.ca/images/d/d6/Formative_Assessment.jpg]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

https://public.dm2301.livefilestore.com/y2pSHd2k1O6yCR2evbZvhzn5PLESi0VKpMbKpUQmpGfCVh8l49DhF31-SO20HSLeLZCDirHSVAhwXEoElXZxvWAHLIJqm82OpHpU9cOnTaPers/Fink%20Taxonomy%20of%20Significant%20Learning.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Sandbox:Course Design Intensive Formative Assessment

2014-12-13T10:14:25Z

Hope: /* Resources */

=== Resources ===
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx]]

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=File:Formative Assessment.jpg]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

https://public.dm2301.livefilestore.com/y2pSHd2k1O6yCR2evbZvhzn5PLESi0VKpMbKpUQmpGfCVh8l49DhF31-SO20HSLeLZCDirHSVAhwXEoElXZxvWAHLIJqm82OpHpU9cOnTaPers/Fink%20Taxonomy%20of%20Significant%20Learning.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Sandbox:Course Design Intensive Formative Assessment

2014-12-13T10:13:54Z

Hope: /* Resources */

=== Resources ===
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx]]

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=Formative Assessment.jpg]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

https://public.dm2301.livefilestore.com/y2pSHd2k1O6yCR2evbZvhzn5PLESi0VKpMbKpUQmpGfCVh8l49DhF31-SO20HSLeLZCDirHSVAhwXEoElXZxvWAHLIJqm82OpHpU9cOnTaPers/Fink%20Taxonomy%20of%20Significant%20Learning.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Sandbox:Course Design Intensive Formative Assessment

2014-12-13T10:08:54Z

Hope: /* Images from other sources */

=== Resources ===
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

https://public.dm2301.livefilestore.com/y2pSHd2k1O6yCR2evbZvhzn5PLESi0VKpMbKpUQmpGfCVh8l49DhF31-SO20HSLeLZCDirHSVAhwXEoElXZxvWAHLIJqm82OpHpU9cOnTaPers/Fink%20Taxonomy%20of%20Significant%20Learning.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Course:CTLT Course Design Intensive December 2014/Notes

2014-12-13T09:59:57Z

Hope: /* Friday Day Three */

=== Monday Day One ===
==== Overview ====
;Burning Questions
https://ufkokq.dm2301.livefilestore.com/y2mX2_unUDMq2PAnDBZ_SYNgafcfgoc7sAnVP2ce0oYJBrFhe0gVBtr0dXm0qPol9dcPgzaHRMqfUsbS7UirdYwRw8JIHwCrawntK3_3juCCgi9n3XrjOlkLRrK5p-4zmiU3g5EumOxJVLXceDfcmRDHg/BurningQuestions.jpg

[[File:CDIDec2014Day1.jpg|500px|Day One Overview]]

;Kolb's Cyle
https://ufkfkq.dm2301.livefilestore.com/y2mJKpSP881BdOZ9tYbymdpXvDMOyA6CddY38IRX82ZsgkRNlrktHtlP1zsZtxWPL3OMOtdjbROPE3h_qovMMteK70cS2a4nFqIQfxU913-F0jKyq2v2FuLSBO75onwA8yeXNSoSz0HETkq3YkWJXc38Q/KolbsCycle.jpg

=== Wednesday Day Two ===
==== Overview ====
[[File:CDIDec2014Day2.jpg|500px|Day Two Overview]]

==== Hopes and Fears ====
Example of Pre Session Forward Looking Formative Assessment.

[[File:CDIDec2014Day2Hopes.jpg|500px|Day Two Hopes and Fears Exercise]]

Sorry - didn't get a photo of the fears

====Teaching Activities and Learning Objectives====

[[File:CDIDec2014TeachingActivity01.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity02.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity03.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity04.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity05.jpg|500px|Teaching Activities]]

==== Formative Assessment - Learning Activities ====
Responses to "Name a learning activity that you can use as a formative assessment".

[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|500px|Wordle in response to question|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]

Wordle (http://wordle.net)

[http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment live version]

=== Friday Day Three ===
==== Rubrics and Evaluation ====
[[File:CDI 2014-12-01.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-02.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-03.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-04.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-05.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-06.jpg|500px|Rubrics and Evaluation]]

==== Formative Assessment ====

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - Jim's notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx]]

Course:CTLT Course Design Intensive December 2014/Notes

2014-12-13T09:57:36Z

Hope:

=== Monday Day One ===
==== Overview ====
;Burning Questions
https://ufkokq.dm2301.livefilestore.com/y2mX2_unUDMq2PAnDBZ_SYNgafcfgoc7sAnVP2ce0oYJBrFhe0gVBtr0dXm0qPol9dcPgzaHRMqfUsbS7UirdYwRw8JIHwCrawntK3_3juCCgi9n3XrjOlkLRrK5p-4zmiU3g5EumOxJVLXceDfcmRDHg/BurningQuestions.jpg

[[File:CDIDec2014Day1.jpg|500px|Day One Overview]]

;Kolb's Cyle
https://ufkfkq.dm2301.livefilestore.com/y2mJKpSP881BdOZ9tYbymdpXvDMOyA6CddY38IRX82ZsgkRNlrktHtlP1zsZtxWPL3OMOtdjbROPE3h_qovMMteK70cS2a4nFqIQfxU913-F0jKyq2v2FuLSBO75onwA8yeXNSoSz0HETkq3YkWJXc38Q/KolbsCycle.jpg

=== Wednesday Day Two ===
==== Overview ====
[[File:CDIDec2014Day2.jpg|500px|Day Two Overview]]

==== Hopes and Fears ====
Example of Pre Session Forward Looking Formative Assessment.

[[File:CDIDec2014Day2Hopes.jpg|500px|Day Two Hopes and Fears Exercise]]

Sorry - didn't get a photo of the fears

====Teaching Activities and Learning Objectives====

[[File:CDIDec2014TeachingActivity01.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity02.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity03.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity04.jpg|500px|Teaching Activities]]

[[File:CDIDec2014TeachingActivity05.jpg|500px|Teaching Activities]]

==== Formative Assessment - Learning Activities ====
Responses to "Name a learning activity that you can use as a formative assessment".

[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|500px|Wordle in response to question|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]

Wordle (http://wordle.net)

[http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment live version]

=== Friday Day Three ===

[[File:CDI 2014-12-01.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-02.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-03.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-04.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-05.jpg|500px|Rubrics and Evaluation]]

[[File:CDI 2014-12-06.jpg|500px|Rubrics and Evaluation]]

File:CDI 2014-12-06.jpg

2014-12-13T09:54:58Z

Hope:

=={{int:filedesc}}==
{{Information
|description={{en|1=CTLT CDI December 12 2014 Friday}}
|date=2014-12-13
|source={{own}}
|author=[[User:Hope|Hope]]
|permission=
|other_versions=
|other_fields=
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=={{int:license-header}}==
{{self|cc-by-sa-2.5-ca}}

File:CDI 2014-12-04.jpg

2014-12-13T09:54:56Z

Hope:

File:CDI 2014-12-05.jpg

2014-12-13T09:54:55Z

Hope:

File:CDI 2014-12-03.jpg

2014-12-13T09:54:53Z

Hope:

File:CDI 2014-12-02.jpg

2014-12-13T09:54:52Z

Hope:

File:CDI 2014-12-01.jpg

2014-12-13T09:54:50Z

Hope:

Sandbox:Course Design Intensive Formative Assessment

2014-12-13T03:11:42Z

Hope: /* Resources */

=== Resources ===
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|1024px|Formative Assessment Discussion|link=https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

http://www.vaniercollege.qc.ca/pdo/files/2013/02/Finks-taxonomy.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

File:Formative Assessment.jpg

2014-12-13T03:10:28Z

Hope: Hope uploaded a new version of "File:Formative Assessment.jpg": higher resolution

Course:CTLT Course Design Intensive December 2014

2014-12-12T21:27:41Z

Hope: /* Formative Assessment */

{{Infobox_New_Course
|title=CTLT Course Design Intensive December 2014
|picture=Image:wiki.png
|subject code=CTLT Course Design Intensive Dec 2014
|course number=CDIDec2014
|section number= [http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/ Course Design Institute]
|instructor= Jessica Earle-Meadows, Joseph Topornycky, Sharon Hu
|instructor 2= Marie Krbavac, Roselynn Verwoord
|instructor 3= Catherine Rawn
|instructor 4=Luisa Canuto, Stefania Burk, Bonita Bray
|instructor 5=
|instructor 6= Hope
|email=
|office=
|office hours=

|schedule= Monday December 8 8:45-4:30 Rm 2.22 <br>Wednesday December 10 8:45-4:30 '''Dodson Room'''<br>Friday December 12 8:45-4:00 Rm 2.22

|classroom= [http://www.maps.ubc.ca/PROD/index_detail.php?locat1=516 Irving K. Barber Learning Centre]<br>1961 East Mall<br>Room 2.22 / Dodson Room (3rd floor)

}}


== Monday Morning | Situational Factors==
[[File:CDIDec2014Day1.jpg|right|300px|Day One Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Monday_Day_One]]
Jessica Earle-Meadows, Joseph Topornycky

[http://1drv.ms/1wuoxQV CDI Day One and Situational Factors] PowerPoint


* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18564&authkey=!ANkBKSnUBUnnL9A&v=3&ithint=photo%2cjpg Kolb Worksheet-Flat.jpg]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18565&authkey=!ABLQfUJ5YIeqVcY&v=3&ithint=photo%2ctif Kolb Worksheet-Flat.tif]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18214&authkey=!AI8BXkSnVD4nFB8&ithint=file%2cpdf Kolb Worksheet-Flat.pdf]

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Situational Factors|Formative Assessment - Situational Factors]]

=== Course Delivery Models ===
[mailto:sharon.hu@ubc.ca Sharon Hu]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18569&authkey=!ADw2LByJP0PPWfE&ithint=file%2cpptx Course Delivery Models] PowerPoint

[https://www.coursera.org/course/blendedlearning Coursera Blended Learning Course]

== Monday Afternoon | Developing Course Goals and Learning Objectives ==
Roselynn Verwoord, Marie Krbavac
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18567&authkey=!AI_LTHFL5pV_3jE&ithint=file%2cpptx CDI DACUM] PowerPoint Presentation

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18561&authkey=!AIUK_cF0z2fYvjc&ithint=file%2cpdf BCIT - Writing Learning Objectives] pdf
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18554&authkey=!AIxuZvXv6_peqqk&ithint=file%2cpdf Sample DACUM] pdf
* [http://files.eric.ed.gov/fulltext/ED401483.pdf DACUM Handbook] Ohio State University

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18553&authkey=!AO-7i7qDO6Njgrc&ithint=file%2cdoc DACUM] blank worksheet Word.docx
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18510&authkey=!AGJtf7WfUAg1BUo&ithint=file%2cdoc Planning Your Course - Things to Consider] Word.docx

;BORC
* Brainstorm
* Organize
* Reflect
* Consolidate

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Developing Course Goals and Learning Objectives|Formative Assessment - Developing Course Goals and Learning Objectives]]

===Preparation for Wednesday===
Question from Luisa
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
In preparation for the session on Teaching & Learning Activities could you please jot down one or two Learning Activities you'd like to learn about.

Roselynn has cards on which you can write your responses. We need these before you leave today.
</div>

== Wednesday Morning | Backward Design and Assessment==
[[File:CDIDec2014Day2.jpg|right|300px|Day Two Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Wednesday_Day_Two]]
Pre-Session Assessment:
[[File:CDIDec2014Day2Hopes.jpg|right|200px|Hopes and Fears exercise|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Hopes_and_Fears]]
* What are my hopes for the session?
* What are my fears?

Dr. Catherine D. Rawn

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18216&authkey=!AKZSnMcWlInSXb0&ithint=file%2cpptx Backward Design and Assessment] PowerPoint Presentation (to download click File | Save As)

=== Handouts ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18639&authkey=!AOMgbEbP4p0yiAU&ithint=file%2cpdf Three Column Tables 5 Examples]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18638&authkey=!AE3lrIrF_LdWUYs&ithint=file%2cdocx Course Design Intensive Session 3 Assessment 3 column course design]

=== Related Material ===
[http://laplab.ucsd.edu/articles/Pashler_et_al_2009PSPI.pdf Learning Styles - University of California, San Diego] Pashler <br>Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

Teaching with your Mouth Shut by Donald Finkel

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Backward Design and Assessment|Formative Assessment - Backward Design and Assessment]]

== Wednesday Afternoon | Learning Activities ==
[[File:CDIDec2014TeachingActivity04.jpg|300px|right|Teaching Activities and Learning Objectives - click for more|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Teaching_Activities_and_Learning_Objectives]]
Luisa Canuto, Stefania Burk, Emily Renoe

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18529&authkey=!AGNVCv-FmhxJeWs&ithint=file%2cpptx CDI Learning Activities Dec2014] PowerPoint Presentation (to download click File | Save As)

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18664&authkey=!ABCZ6WRZRuEfBE8&ithint=file%2cdoc Teaching & Learning Activity Matrix] Word document

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf file

Additional Resources
*[[Problem-Based Learning (Teaching and Learning)]]
* [http://learntbl.ca/book/other-materials/ Learn TBL]

=== Sharing Technology Tools to Support Active Learning ===
Bonita Bray

[https://docs.google.com/presentation/d/13CV2ScpOIxoF2n8XWWgtkcDJFNAH2_m_gR49BQgWVnU/edit?usp=sharing Technology Tools to Support Active Learning] To save on your computer, click File -> Download As.
{| border=0
|+ Resources
|-
! Bonita mentioned these resources (supported by UBC)
! Interesting resources (Not supported by UBC)
|-
|
* [http://elearning.ubc.ca/connect/ Connect]
* [http://elearning.ubc.ca/toolkit/clickers/ Clickers]
* [http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Collaborate]
* [http://elearning.ubc.ca/toolkit/blogs/ blogs]
* [http://elearning.ubc.ca/toolkit/wiki/ wiki]
* [http://elearning.ubc.ca/toolkit/kaltura/ Kaltura]
|
* [http://turnitin.com/ turnitin]
* [http://www.polleverywhere.com/polls?page=501856 Poll Everywhere]
* [https://moodle.org/ moodle]
|}

;Handouts on Facilitating Discussions
*[http://www.edudemic.com/wp-content/uploads/2014/02/discussion.jpg Discussion Poster]
*[http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf Generating and Facilitating Engaging and Effective Online Discussions Article]

*[http://ctlt.ubc.ca/tble/ Information on Teaching in a Blended Learning Environment Course]

=== Formative Assessment ===
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|link=Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning_Activities]]
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning Activities|Formative Assessment - Learning Activities]]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18659&authkey=!AFJtaWKo53jyDBY&ithint=file%2cxlsx Results from Socrative Quiz] Excel workbook

=== Pre Session Work for Friday ===
From Jessica Earle-Meadows
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box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.2em; ">
In preparation for Friday's session, please do the following:

* Complete at least 2 three-column course tables (that Catherine Rawn introduced to you this morning and can be found in her [[Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment|Presentation and accompanying notes]] connected to two of your course 2 learning objectives <br> - = OR = -
* Complete a draft of ALL the learning objectives for your course (including your course goals). This will have you in good standing to get the most of our the 2-hour Working on your own segment of Friday morning
* Email [mailto:jessica.earle-meadows@ubc.ca?subject=CDI PreSession work for Friday Jessica]) with your answer to the following questions:
* What goal(s) can I aim to accomplish in the two hour session Friday that will assist me with my course design process the most?
* What resources or conditions (e.g., facilitators in the room, templates for planning, working alone, particular texts) will help me with this?
* Knowing this, how can I prepare for Friday?
</div>

== Friday Morning | Rubrics and Evaluation==

=== Handouts and Documents ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18666&authkey=!ALbpIaJPMBO26X0&ithint=file%2cdocx Blooms -rubric handout]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18668&authkey=!APAk6FeBT1Rv6pY&ithint=file%2cdocx Critical Thinking Rubric]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18667&authkey=!AL5DjuERQjnQgEI&ithint=file%2cdocx Critical Thinking Standards]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18669&authkey=!AMIYRxzyxvhieqQ&ithint=file%2cdocx Rubric blank]

* [http://www.uncw.edu/qep/documents/AshClaytonGeneratingDeepeningandDocumentingLearning.pdf Generating, Deepening, and Documenting Learning - Ash & Clayton]

=== Formative Assessment ===
You will do a 2 minute paper: "How has your thinking about Rubrics changed as a result of this morning's session?"

[http://socrative.com socrative.com] Log in as student, room 79129

[[Course:CTLT_Course_Design_Intensive_December_2014/Formative_Assessments#Rubrics_and_Evaluation|Formative Assessment Responses]]

== Session Six: Friday Afternoon | Evaluation, Syllabus, Formative Assessment, Reflection, Close ==

http://www.harapnuik.org/educ652/syllabus/

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/?ET=facultyfocus:e48:318737a:&st=email

Jessica Earle-Meadows, Joseph Topornycky

== Formative Assessment ==
{{:Sandbox:Course Design Intensive Formative Assessment}}

== General Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf

[https://www.youtube.com/watch?v=7k10Xwo1lkc Bloom's Taxonomy Overview] video

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18504&authkey=!ADW-Dm73KQ8WLzM&ithint=file%2cpdf Bloom's Taxonomy Action Verbs]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18522&authkey=!AOt6r5Dcb9Lu3x8&ithint=file%2cdocx CTLT Feedback Form]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18246&authkey=!AAr9ADZagIBFgic&ithint=file%2cpdf Designing Courses for Significant Learning] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18511&authkey=!AEW3UqMpQ3Ms9hM&ithint=file%2cpdf Integrated Course Design - Idea Paper 42] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18245&authkey=!AMeyjrMa1ccXrrk&ithint=file%2cdoc Planning Your Course - Things to Consider]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18512&authkey=!AE6u171Or8GHSXM&ithint=file%2cpdf The Power of Course Design to Increase Student Engagement and Learning] Dee Fink

[http://www.teachingperspectives.com/tpi/ Teaching Perspectives Inventory]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18505&authkey=!AAGCwD9MNsFVAZw&ithint=file%2cdoc Tips for Writing Learning Objectives]

== Pictures ==
{{Course:CTLT Course Design Intensive December 2014/Notes}}

Course:CTLT Course Design Intensive December 2014/Formative Assessments

2014-12-12T21:26:29Z

Hope: /* Rubrics and Evaluation */

==Situational Factors ==
===Introduction – 3 minutes ===
We are the [http://www.wisegeek.com/what-is-the-fourth-wall.htm breaking the fourth wall] to speak candidly about our process as facilitators with (you) the participants, because of course, we are modelling the concepts that we are introducing.

=== CTLT Formative Assessment Form ===
Please fill in the formative assessment form. You have 5 minutes
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18542&authkey=!ANnygHdQlpPRRBA&ithint=file%2cdocx CTLT Feedback Form - Situational Factors - online form] (open, edit, save, print from your computer)
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18544&authkey=!ABoL3eCEScmW0AI&ithint=file%2cdocx CTLT Feedback Form - Situational Factors - print form]

; Situational Factors — Jessica, Joseph
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#The best part about today’s session about Situational Factors for me was……<br>
#* because….. <br>
#If I could change or add anything to today’s session I would…..<br>
#* because…..<br>
#I would like more…..<br>
#*because ..<br>
#I would like less…..<br>
#*because…..<br>
#I would also like to say/observe/suggest…<br>
</div>

=== Formative Assessment Definition ===
Please read this definition. You will also receive a hard-copy. [https://onedrive.live.com/redir?page=view&resid=113E5ED5E1A84E6A!18546&authkey=!AJP2b9ykPg0Ynew Formative Assessment and Summative Assessment]

<div style="border:5px #D07DFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
*Help students identify their strengths and weaknesses and target areas that need work
*Help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:
* Draw a concept map in class to represent their understanding of a topic
* Submit one or two sentences identifying the main point of a lecture
* Turn in a research proposal for early feedback

Source: http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
</div>
# We will also pass out the CDI Formative Assessment forms (two copies each). One to fill in and return to us. The other to retain with the definition.
# Participants fill in the Formative Assessment form and hand those in us. – 5 minutes
# Participants review the Formative Assessment that they are keeping - and make notes on it mapping the definition to the form. – 2 minutes
We will discuss their findings in a later session on Formative Assessment. The timing is because we will have a debriefing session about this as part of the formative assessment session after another session.

[[Course:CTLT Course Design Intensive December 2014|Course Design Intensive December 2014]]

== Developing Course Goals and Learning Objectives ==
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">
These questions will be presented in an [http://b.socrative.com/login/student/ online quiz Room 79129].
# What are the advantages of using the DACUM approach to course design?
# What are the disadvantages of using the DACUM approach to course design?
# What did you find most useful about this session on articulating course goals and learning objectives?
# If you could re-design this session, what would you do differently?
# I would also like to say/observe/suggest…
</div>

We will display the responses on the screen and Marie and Roselynn will discuss how they would use that information to respond to the learners and to modify their course if necessary.

* [https://onedrive.live.com/redir?page=view&resid=113E5ED5E1A84E6A!18549&authkey=!AHrx8ZPUgJzBT2k Formative Assessment online form] (open, edit, save, print from your computer)
* [https://onedrive.live.com/redir?page=view&resid=113E5ED5E1A84E6A!18551&authkey=!ADeHxpnh7al48L8 Formative Assessment printed form]

[[Course:CTLT Course Design Intensive December 2014|Course Design Intensive December 2014]]

== Backward Design and Assessment ==
Review outcomes from Session One Formative Assessment.

Mapping Definition to the questions in the Course Design Intensive form.

[http://jimubc.wordpress.com/2014/12/10/ctlt-course-design-intensive-dec-2014-backward-design-and-assessment/ Metacognition Exercise - blog entry]

Consider this picture.

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png

Can you see how this applies to what you are doing before our sessions and while we are together?

Please reply with a comment about our session on [http://wiki.ubc.ca/Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment Backward Design and Assessment].

Copy the questions in the blue section below and paste them into a reply to this post (click the button at the bottom). Then add your responses. Please do not look at the other responses until after you have done your own.
<div style="border:5px #7DBBFA solid;padding:25px;margin:25px;margin-left:10px;margin-right:10px;-moz-border-radius:4em 1em;border-radius:4em 1em 4em 1em;background-color:#CBE1F7;-moz-box-shadow:3px 3px 5px 6px #ccc;-webkit-box-shadow:3px 3px 5px 6px #ccc;box-shadow:3px 3px 5px 6px #ccc;width:60%;font-size:1.2em;">
Highlights / Metacognition
<ul>
<li>What did you think was the most valuable thing that happened for you this morning?</li>
<li>What did you learn from that?</li>
<li>What will you do with that knowledge?</li>
</ul>
A few more questions?
<ul>
<li>Now that we've had our session on [http://wiki.ubc.ca/Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment Backward Design and Assessment], what do you want to know?</li>
<li>What could we have done better?</li>
</ul>
</div>
If you spot a question from someone else and you can answer it - please do.

[http://jimubc.wordpress.com/2014/12/10/ctlt-course-design-intensive-dec-2014-backward-design-and-assessment/#respond please leave a reply here]

;[http://jimubc.wordpress.com/2014/12/10/ctlt-course-design-intensive-dec-2014-backward-design-and-assessment/#comments Results from this Formative Assessment]

[[Course:CTLT Course Design Intensive December 2014|Course Design Intensive December 2014]]

== Learning Activities ==
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|click to see live version|link=http://www.wordle.net/show/wrdl/8385941/CTLT_CDI_Dec_2014_Formative_Assessment]]
Ask participants to answer these three questions in an online [http://socrative.com socrative]
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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">
# Name a learning activity that you can use as a formative assessment.
# How would your students be informed by this learning activity?
# How would you (instructor) use the outcomes of the formative assessment?
</div>

We will have already introduced them to this definition of Formative Assessment on Monday. I’ll remind them of that.
<div style="border:5px #D07DFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
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;Formative Assessment

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
* Help students identify their strengths and weaknesses and target areas that need work
* Help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
</div>
====The steps====
# Answer questions online. 10 minutes (Two separate quizzes Question 1 – 4 minute deadline, then remaining time second quiz with the last two questions). While they are doing questions 2 and 3, I would will convert the answers to question 1 into a Wordle.
# Display the Wordle on the projector (and add it to the CTLT wiki page later). At this point we would also give them a paper copy of the three questions and the definition.
# Luisa, Stefania, and Emily comment on what you see in the Wordle. (5 minutes). You would address these points.
#*How you would take the information in the Wordle and use that to provide formative feedback to the participants.
#* How you would use the information in the Wordle to inform your future teaching in this CTLT Course Design Intensive course.
#I will publish the answers to all the questions online on Wednesday night or Thursday.

[[Course:CTLT Course Design Intensive December 2014|Course Design Intensive December 2014]]

== Rubrics and Evaluation ==

* [http://www.adelaide.edu.au/professions/pedagogical-possibilities/tips-tools/assessment/rubrics/ Rubrics: Article on rubrics that was shown in the socrative quiz]

;Responses to the Formative Assessment Question

'''How has your thinking about Rubrics changed as a result of this morning's session?'''

Individual responses are separated by blank lines

Yes, I had originally only used these for questions and assignments which I felt had clear and straightforward answers. After this session I can see how to use a rubric for a more open ended type of question (psuedorubric).

Thinking about a rubric as measuring whether the student is achieving and demonstrating the competencies of their discipline is helpful, and I have a better understanding of how evalulation ties into the other two components of learning.

I used the exercise time to review my existing rubic, and identified three challenges I was aware of: what to do when the grade is below a C (and perhpas why this may have happened); what to do when marks seem to be a bit too high or low overall; and what to do in when the blocks in the rubric are not sufficiently differentiated.

My thinking about a rubric is has not really changed (e.g., as a tool for fair assessment, as feedback for students), but my thinking in terms of creating rubrics has changed (e.g., how to create a pseudo rubric, what to consider, how to translate Bloom's taxonomy of learning into the rubric).

Demonstrates its flexibility in designing for a domain or discipline and assessment preference.

The exact rubrics is very important to the student

No, but I understand different approaches and ways to use them.

The example of a pseudo rubric has helped me with something I have struggled with for a while. I have been using rubrics as a way of making consistent the grading process, as well as tools for student learning. However, I hadn't yet figured out how to make the structure flexible for open-ended competency based assignments.

It seems simple but the significance of the even number of levels had not occured to me. I also have extrapolated that to thinking about the possible points assigned in the categories. I know from my expereince using rubrics that I often choose the middle point.

Prior to this morning, I didn't have a good understanding of how to use a rubric, in particular for the type of course I'm designing (which will have no summative assessment, just formative assessment). With the introduction of a psuedo-rubric, I can now see how I might use one to inform both the students' learning and the formative assessment of that learning.

I'll give some more thought to if/when to give rubrics to students beforehand. I like the pseudo rubric idea and linking it back to Blooms. I find Joseph's tactic of having students prepare for 6 exam questions and then writing 2 (chosen by Joseph) brilliant. It encourages a lot of learning without generating a lot of marking!

Have a better understanding of how to design rubrics so that they enhance learning objectives by providing students with clear guidance/feedback about assessment criteria, i.e. so that a students know why a "good answer" is "good", and why a "bad answer" is "bad". The distinction between a narrow-focus "rubric" and a broad-focus "pseudo-rubric" was especially helpful.

very informative and useful session- I knew about the rubrics but did not felt cofident enough to develop one- the provided tools and information definitely helped to pass that hurdle

It hasn't because I have used rubrics extensively

I think the big thing for me was about linking rubrics to learning objectives and learning activities. Not only does there need to be alignment between these three things, but they can actually be the same thing....with the way that they are carried out being slightly differently articulated.

I wasn't aware of the "pseudo-rubric" that can be applied to assignments where higher level competencies are expected of the students. I really liked the modification of Bloom's taxonomy into the disciplinary language in the example that Joseph provided. I can really see how to build a rubric with a more flexible structure into my graduate level course now.

I have a lot of work to do to develop rubrics that mesh with my work for the previous two days of the workshop...ensuring everything is aligned.

They can be used as a feedback tool for the students rather than only as a guide for assessors.

Rubrics should be concentrated to objectives, and it is a good choice to let the students know them clearly.

It can be integrated with the bloom's Taxonomy and exams appling it can be more challenging with proper design of rubrics.

How to connect the course goals and bloom taxonmy with the structure of the rubrics

Yes，I regarded Rubrics just as a set of rules before the session.

Now I know how to formulate the Rubrics according to some certain rules.

I am able to look into assessment criteria, break theae down into students' level of achievement, while linking learning outcomes.

[[Course:CTLT Course Design Intensive December 2014|Course Design Intensive December 2014]]

== Formative Assessment ==

* [[Course_talk:CTLT_Course_Design_Intensive_December_2014#Metacognition_5833|Metacognition discussion and exercise]]

[[Course:CTLT Course Design Intensive December 2014|Course Design Intensive December 2014]]

Course:CTLT Course Design Intensive December 2014

2014-12-12T21:25:41Z

Hope: /* Formative Assessment */

{{Infobox_New_Course
|title=CTLT Course Design Intensive December 2014
|picture=Image:wiki.png
|subject code=CTLT Course Design Intensive Dec 2014
|course number=CDIDec2014
|section number= [http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/ Course Design Institute]
|instructor= Jessica Earle-Meadows, Joseph Topornycky, Sharon Hu
|instructor 2= Marie Krbavac, Roselynn Verwoord
|instructor 3= Catherine Rawn
|instructor 4=Luisa Canuto, Stefania Burk, Bonita Bray
|instructor 5=
|instructor 6= Hope
|email=
|office=
|office hours=

|schedule= Monday December 8 8:45-4:30 Rm 2.22 <br>Wednesday December 10 8:45-4:30 '''Dodson Room'''<br>Friday December 12 8:45-4:00 Rm 2.22

|classroom= [http://www.maps.ubc.ca/PROD/index_detail.php?locat1=516 Irving K. Barber Learning Centre]<br>1961 East Mall<br>Room 2.22 / Dodson Room (3rd floor)

}}


== Monday Morning | Situational Factors==
[[File:CDIDec2014Day1.jpg|right|300px|Day One Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Monday_Day_One]]
Jessica Earle-Meadows, Joseph Topornycky

[http://1drv.ms/1wuoxQV CDI Day One and Situational Factors] PowerPoint


* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18564&authkey=!ANkBKSnUBUnnL9A&v=3&ithint=photo%2cjpg Kolb Worksheet-Flat.jpg]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18565&authkey=!ABLQfUJ5YIeqVcY&v=3&ithint=photo%2ctif Kolb Worksheet-Flat.tif]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18214&authkey=!AI8BXkSnVD4nFB8&ithint=file%2cpdf Kolb Worksheet-Flat.pdf]

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Situational Factors|Formative Assessment - Situational Factors]]

=== Course Delivery Models ===
[mailto:sharon.hu@ubc.ca Sharon Hu]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18569&authkey=!ADw2LByJP0PPWfE&ithint=file%2cpptx Course Delivery Models] PowerPoint

[https://www.coursera.org/course/blendedlearning Coursera Blended Learning Course]

== Monday Afternoon | Developing Course Goals and Learning Objectives ==
Roselynn Verwoord, Marie Krbavac
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18567&authkey=!AI_LTHFL5pV_3jE&ithint=file%2cpptx CDI DACUM] PowerPoint Presentation

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18561&authkey=!AIUK_cF0z2fYvjc&ithint=file%2cpdf BCIT - Writing Learning Objectives] pdf
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18554&authkey=!AIxuZvXv6_peqqk&ithint=file%2cpdf Sample DACUM] pdf
* [http://files.eric.ed.gov/fulltext/ED401483.pdf DACUM Handbook] Ohio State University

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18553&authkey=!AO-7i7qDO6Njgrc&ithint=file%2cdoc DACUM] blank worksheet Word.docx
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18510&authkey=!AGJtf7WfUAg1BUo&ithint=file%2cdoc Planning Your Course - Things to Consider] Word.docx

;BORC
* Brainstorm
* Organize
* Reflect
* Consolidate

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Developing Course Goals and Learning Objectives|Formative Assessment - Developing Course Goals and Learning Objectives]]

===Preparation for Wednesday===
Question from Luisa
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
In preparation for the session on Teaching & Learning Activities could you please jot down one or two Learning Activities you'd like to learn about.

Roselynn has cards on which you can write your responses. We need these before you leave today.
</div>

== Wednesday Morning | Backward Design and Assessment==
[[File:CDIDec2014Day2.jpg|right|300px|Day Two Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Wednesday_Day_Two]]
Pre-Session Assessment:
[[File:CDIDec2014Day2Hopes.jpg|right|200px|Hopes and Fears exercise|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Hopes_and_Fears]]
* What are my hopes for the session?
* What are my fears?

Dr. Catherine D. Rawn

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18216&authkey=!AKZSnMcWlInSXb0&ithint=file%2cpptx Backward Design and Assessment] PowerPoint Presentation (to download click File | Save As)

=== Handouts ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18639&authkey=!AOMgbEbP4p0yiAU&ithint=file%2cpdf Three Column Tables 5 Examples]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18638&authkey=!AE3lrIrF_LdWUYs&ithint=file%2cdocx Course Design Intensive Session 3 Assessment 3 column course design]

=== Related Material ===
[http://laplab.ucsd.edu/articles/Pashler_et_al_2009PSPI.pdf Learning Styles - University of California, San Diego] Pashler <br>Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

Teaching with your Mouth Shut by Donald Finkel

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Backward Design and Assessment|Formative Assessment - Backward Design and Assessment]]

== Wednesday Afternoon | Learning Activities ==
[[File:CDIDec2014TeachingActivity04.jpg|300px|right|Teaching Activities and Learning Objectives - click for more|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Teaching_Activities_and_Learning_Objectives]]
Luisa Canuto, Stefania Burk, Emily Renoe

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18529&authkey=!AGNVCv-FmhxJeWs&ithint=file%2cpptx CDI Learning Activities Dec2014] PowerPoint Presentation (to download click File | Save As)

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18664&authkey=!ABCZ6WRZRuEfBE8&ithint=file%2cdoc Teaching & Learning Activity Matrix] Word document

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf file

Additional Resources
*[[Problem-Based Learning (Teaching and Learning)]]
* [http://learntbl.ca/book/other-materials/ Learn TBL]

=== Sharing Technology Tools to Support Active Learning ===
Bonita Bray

[https://docs.google.com/presentation/d/13CV2ScpOIxoF2n8XWWgtkcDJFNAH2_m_gR49BQgWVnU/edit?usp=sharing Technology Tools to Support Active Learning] To save on your computer, click File -> Download As.
{| border=0
|+ Resources
|-
! Bonita mentioned these resources (supported by UBC)
! Interesting resources (Not supported by UBC)
|-
|
* [http://elearning.ubc.ca/connect/ Connect]
* [http://elearning.ubc.ca/toolkit/clickers/ Clickers]
* [http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Collaborate]
* [http://elearning.ubc.ca/toolkit/blogs/ blogs]
* [http://elearning.ubc.ca/toolkit/wiki/ wiki]
* [http://elearning.ubc.ca/toolkit/kaltura/ Kaltura]
|
* [http://turnitin.com/ turnitin]
* [http://www.polleverywhere.com/polls?page=501856 Poll Everywhere]
* [https://moodle.org/ moodle]
|}

;Handouts on Facilitating Discussions
*[http://www.edudemic.com/wp-content/uploads/2014/02/discussion.jpg Discussion Poster]
*[http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf Generating and Facilitating Engaging and Effective Online Discussions Article]

*[http://ctlt.ubc.ca/tble/ Information on Teaching in a Blended Learning Environment Course]

=== Formative Assessment ===
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|link=Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning_Activities]]
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning Activities|Formative Assessment - Learning Activities]]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18659&authkey=!AFJtaWKo53jyDBY&ithint=file%2cxlsx Results from Socrative Quiz] Excel workbook

=== Pre Session Work for Friday ===
From Jessica Earle-Meadows
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.2em; ">
In preparation for Friday's session, please do the following:

* Complete at least 2 three-column course tables (that Catherine Rawn introduced to you this morning and can be found in her [[Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment|Presentation and accompanying notes]] connected to two of your course 2 learning objectives <br> - = OR = -
* Complete a draft of ALL the learning objectives for your course (including your course goals). This will have you in good standing to get the most of our the 2-hour Working on your own segment of Friday morning
* Email [mailto:jessica.earle-meadows@ubc.ca?subject=CDI PreSession work for Friday Jessica]) with your answer to the following questions:
* What goal(s) can I aim to accomplish in the two hour session Friday that will assist me with my course design process the most?
* What resources or conditions (e.g., facilitators in the room, templates for planning, working alone, particular texts) will help me with this?
* Knowing this, how can I prepare for Friday?
</div>

== Friday Morning | Rubrics and Evaluation==

=== Handouts and Documents ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18666&authkey=!ALbpIaJPMBO26X0&ithint=file%2cdocx Blooms -rubric handout]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18668&authkey=!APAk6FeBT1Rv6pY&ithint=file%2cdocx Critical Thinking Rubric]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18667&authkey=!AL5DjuERQjnQgEI&ithint=file%2cdocx Critical Thinking Standards]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18669&authkey=!AMIYRxzyxvhieqQ&ithint=file%2cdocx Rubric blank]

* [http://www.uncw.edu/qep/documents/AshClaytonGeneratingDeepeningandDocumentingLearning.pdf Generating, Deepening, and Documenting Learning - Ash & Clayton]

=== Formative Assessment ===
You will do a 2 minute paper: "How has your thinking about Rubrics changed as a result of this morning's session?"

[http://socrative.com socrative.com] Log in as student, room 79129

== Session Six: Friday Afternoon | Evaluation, Syllabus, Formative Assessment, Reflection, Close ==

http://www.harapnuik.org/educ652/syllabus/

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/?ET=facultyfocus:e48:318737a:&st=email

Jessica Earle-Meadows, Joseph Topornycky

== Formative Assessment ==
{{:Sandbox:Course Design Intensive Formative Assessment}}

== General Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf

[https://www.youtube.com/watch?v=7k10Xwo1lkc Bloom's Taxonomy Overview] video

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18504&authkey=!ADW-Dm73KQ8WLzM&ithint=file%2cpdf Bloom's Taxonomy Action Verbs]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18522&authkey=!AOt6r5Dcb9Lu3x8&ithint=file%2cdocx CTLT Feedback Form]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18246&authkey=!AAr9ADZagIBFgic&ithint=file%2cpdf Designing Courses for Significant Learning] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18511&authkey=!AEW3UqMpQ3Ms9hM&ithint=file%2cpdf Integrated Course Design - Idea Paper 42] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18245&authkey=!AMeyjrMa1ccXrrk&ithint=file%2cdoc Planning Your Course - Things to Consider]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18512&authkey=!AE6u171Or8GHSXM&ithint=file%2cpdf The Power of Course Design to Increase Student Engagement and Learning] Dee Fink

[http://www.teachingperspectives.com/tpi/ Teaching Perspectives Inventory]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18505&authkey=!AAGCwD9MNsFVAZw&ithint=file%2cdoc Tips for Writing Learning Objectives]

== Pictures ==
{{Course:CTLT Course Design Intensive December 2014/Notes}}

Course:CTLT Course Design Intensive December 2014

2014-12-12T21:24:18Z

Hope: /* Friday Morning | Rubrics and Evaluation */ handouts

{{Infobox_New_Course
|title=CTLT Course Design Intensive December 2014
|picture=Image:wiki.png
|subject code=CTLT Course Design Intensive Dec 2014
|course number=CDIDec2014
|section number= [http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/ Course Design Institute]
|instructor= Jessica Earle-Meadows, Joseph Topornycky, Sharon Hu
|instructor 2= Marie Krbavac, Roselynn Verwoord
|instructor 3= Catherine Rawn
|instructor 4=Luisa Canuto, Stefania Burk, Bonita Bray
|instructor 5=
|instructor 6= Hope
|email=
|office=
|office hours=

|schedule= Monday December 8 8:45-4:30 Rm 2.22 <br>Wednesday December 10 8:45-4:30 '''Dodson Room'''<br>Friday December 12 8:45-4:00 Rm 2.22

|classroom= [http://www.maps.ubc.ca/PROD/index_detail.php?locat1=516 Irving K. Barber Learning Centre]<br>1961 East Mall<br>Room 2.22 / Dodson Room (3rd floor)

}}


== Monday Morning | Situational Factors==
[[File:CDIDec2014Day1.jpg|right|300px|Day One Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Monday_Day_One]]
Jessica Earle-Meadows, Joseph Topornycky

[http://1drv.ms/1wuoxQV CDI Day One and Situational Factors] PowerPoint


* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18564&authkey=!ANkBKSnUBUnnL9A&v=3&ithint=photo%2cjpg Kolb Worksheet-Flat.jpg]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18565&authkey=!ABLQfUJ5YIeqVcY&v=3&ithint=photo%2ctif Kolb Worksheet-Flat.tif]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18214&authkey=!AI8BXkSnVD4nFB8&ithint=file%2cpdf Kolb Worksheet-Flat.pdf]

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Situational Factors|Formative Assessment - Situational Factors]]

=== Course Delivery Models ===
[mailto:sharon.hu@ubc.ca Sharon Hu]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18569&authkey=!ADw2LByJP0PPWfE&ithint=file%2cpptx Course Delivery Models] PowerPoint

[https://www.coursera.org/course/blendedlearning Coursera Blended Learning Course]

== Monday Afternoon | Developing Course Goals and Learning Objectives ==
Roselynn Verwoord, Marie Krbavac
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18567&authkey=!AI_LTHFL5pV_3jE&ithint=file%2cpptx CDI DACUM] PowerPoint Presentation

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18561&authkey=!AIUK_cF0z2fYvjc&ithint=file%2cpdf BCIT - Writing Learning Objectives] pdf
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18554&authkey=!AIxuZvXv6_peqqk&ithint=file%2cpdf Sample DACUM] pdf
* [http://files.eric.ed.gov/fulltext/ED401483.pdf DACUM Handbook] Ohio State University

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18553&authkey=!AO-7i7qDO6Njgrc&ithint=file%2cdoc DACUM] blank worksheet Word.docx
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18510&authkey=!AGJtf7WfUAg1BUo&ithint=file%2cdoc Planning Your Course - Things to Consider] Word.docx

;BORC
* Brainstorm
* Organize
* Reflect
* Consolidate

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Developing Course Goals and Learning Objectives|Formative Assessment - Developing Course Goals and Learning Objectives]]

===Preparation for Wednesday===
Question from Luisa
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
In preparation for the session on Teaching & Learning Activities could you please jot down one or two Learning Activities you'd like to learn about.

Roselynn has cards on which you can write your responses. We need these before you leave today.
</div>

== Wednesday Morning | Backward Design and Assessment==
[[File:CDIDec2014Day2.jpg|right|300px|Day Two Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Wednesday_Day_Two]]
Pre-Session Assessment:
[[File:CDIDec2014Day2Hopes.jpg|right|200px|Hopes and Fears exercise|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Hopes_and_Fears]]
* What are my hopes for the session?
* What are my fears?

Dr. Catherine D. Rawn

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18216&authkey=!AKZSnMcWlInSXb0&ithint=file%2cpptx Backward Design and Assessment] PowerPoint Presentation (to download click File | Save As)

=== Handouts ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18639&authkey=!AOMgbEbP4p0yiAU&ithint=file%2cpdf Three Column Tables 5 Examples]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18638&authkey=!AE3lrIrF_LdWUYs&ithint=file%2cdocx Course Design Intensive Session 3 Assessment 3 column course design]

=== Related Material ===
[http://laplab.ucsd.edu/articles/Pashler_et_al_2009PSPI.pdf Learning Styles - University of California, San Diego] Pashler <br>Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

Teaching with your Mouth Shut by Donald Finkel

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Backward Design and Assessment|Formative Assessment - Backward Design and Assessment]]

== Wednesday Afternoon | Learning Activities ==
[[File:CDIDec2014TeachingActivity04.jpg|300px|right|Teaching Activities and Learning Objectives - click for more|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Teaching_Activities_and_Learning_Objectives]]
Luisa Canuto, Stefania Burk, Emily Renoe

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18529&authkey=!AGNVCv-FmhxJeWs&ithint=file%2cpptx CDI Learning Activities Dec2014] PowerPoint Presentation (to download click File | Save As)

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18664&authkey=!ABCZ6WRZRuEfBE8&ithint=file%2cdoc Teaching & Learning Activity Matrix] Word document

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf file

Additional Resources
*[[Problem-Based Learning (Teaching and Learning)]]
* [http://learntbl.ca/book/other-materials/ Learn TBL]

=== Sharing Technology Tools to Support Active Learning ===
Bonita Bray

[https://docs.google.com/presentation/d/13CV2ScpOIxoF2n8XWWgtkcDJFNAH2_m_gR49BQgWVnU/edit?usp=sharing Technology Tools to Support Active Learning] To save on your computer, click File -> Download As.
{| border=0
|+ Resources
|-
! Bonita mentioned these resources (supported by UBC)
! Interesting resources (Not supported by UBC)
|-
|
* [http://elearning.ubc.ca/connect/ Connect]
* [http://elearning.ubc.ca/toolkit/clickers/ Clickers]
* [http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Collaborate]
* [http://elearning.ubc.ca/toolkit/blogs/ blogs]
* [http://elearning.ubc.ca/toolkit/wiki/ wiki]
* [http://elearning.ubc.ca/toolkit/kaltura/ Kaltura]
|
* [http://turnitin.com/ turnitin]
* [http://www.polleverywhere.com/polls?page=501856 Poll Everywhere]
* [https://moodle.org/ moodle]
|}

;Handouts on Facilitating Discussions
*[http://www.edudemic.com/wp-content/uploads/2014/02/discussion.jpg Discussion Poster]
*[http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf Generating and Facilitating Engaging and Effective Online Discussions Article]

*[http://ctlt.ubc.ca/tble/ Information on Teaching in a Blended Learning Environment Course]

=== Formative Assessment ===
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|link=Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning_Activities]]
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning Activities|Formative Assessment - Learning Activities]]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18659&authkey=!AFJtaWKo53jyDBY&ithint=file%2cxlsx Results from Socrative Quiz] Excel workbook

=== Pre Session Work for Friday ===
From Jessica Earle-Meadows
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.2em; ">
In preparation for Friday's session, please do the following:

* Complete at least 2 three-column course tables (that Catherine Rawn introduced to you this morning and can be found in her [[Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment|Presentation and accompanying notes]] connected to two of your course 2 learning objectives <br> - = OR = -
* Complete a draft of ALL the learning objectives for your course (including your course goals). This will have you in good standing to get the most of our the 2-hour Working on your own segment of Friday morning
* Email [mailto:jessica.earle-meadows@ubc.ca?subject=CDI PreSession work for Friday Jessica]) with your answer to the following questions:
* What goal(s) can I aim to accomplish in the two hour session Friday that will assist me with my course design process the most?
* What resources or conditions (e.g., facilitators in the room, templates for planning, working alone, particular texts) will help me with this?
* Knowing this, how can I prepare for Friday?
</div>

== Friday Morning | Rubrics and Evaluation==

=== Handouts and Documents ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18666&authkey=!ALbpIaJPMBO26X0&ithint=file%2cdocx Blooms -rubric handout]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18668&authkey=!APAk6FeBT1Rv6pY&ithint=file%2cdocx Critical Thinking Rubric]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18667&authkey=!AL5DjuERQjnQgEI&ithint=file%2cdocx Critical Thinking Standards]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18669&authkey=!AMIYRxzyxvhieqQ&ithint=file%2cdocx Rubric blank]

* [http://www.uncw.edu/qep/documents/AshClaytonGeneratingDeepeningandDocumentingLearning.pdf Generating, Deepening, and Documenting Learning - Ash & Clayton]

=== Formative Assessment ===
You will do a 2 minute paper: "How has your thinking about Rubrics changed as a result of this morning's session?"

[http://socrative.com socrative.com] Log in as student, room 79129

* [http://www.adelaide.edu.au/professions/pedagogical-possibilities/tips-tools/assessment/rubrics/ Rubrics: Article on rubrics that was shown in the socrative quiz]

;Responses to the Formative Assessment Question

'''How has your thinking about Rubrics changed as a result of this morning's session?'''

Individual responses are separated by blank lines

Yes, I had originally only used these for questions and assignments which I felt had clear and straightforward answers. After this session I can see how to use a rubric for a more open ended type of question (psuedorubric).

Thinking about a rubric as measuring whether the student is achieving and demonstrating the competencies of their discipline is helpful, and I have a better understanding of how evalulation ties into the other two components of learning.

I used the exercise time to review my existing rubic, and identified three challenges I was aware of: what to do when the grade is below a C (and perhpas why this may have happened); what to do when marks seem to be a bit too high or low overall; and what to do in when the blocks in the rubric are not sufficiently differentiated.

My thinking about a rubric is has not really changed (e.g., as a tool for fair assessment, as feedback for students), but my thinking in terms of creating rubrics has changed (e.g., how to create a pseudo rubric, what to consider, how to translate Bloom's taxonomy of learning into the rubric).

Demonstrates its flexibility in designing for a domain or discipline and assessment preference.

The exact rubrics is very important to the student

No, but I understand different approaches and ways to use them.

The example of a pseudo rubric has helped me with something I have struggled with for a while. I have been using rubrics as a way of making consistent the grading process, as well as tools for student learning. However, I hadn't yet figured out how to make the structure flexible for open-ended competency based assignments.

It seems simple but the significance of the even number of levels had not occured to me. I also have extrapolated that to thinking about the possible points assigned in the categories. I know from my expereince using rubrics that I often choose the middle point.

Prior to this morning, I didn't have a good understanding of how to use a rubric, in particular for the type of course I'm designing (which will have no summative assessment, just formative assessment). With the introduction of a psuedo-rubric, I can now see how I might use one to inform both the students' learning and the formative assessment of that learning.

I'll give some more thought to if/when to give rubrics to students beforehand. I like the pseudo rubric idea and linking it back to Blooms. I find Joseph's tactic of having students prepare for 6 exam questions and then writing 2 (chosen by Joseph) brilliant. It encourages a lot of learning without generating a lot of marking!

Have a better understanding of how to design rubrics so that they enhance learning objectives by providing students with clear guidance/feedback about assessment criteria, i.e. so that a students know why a "good answer" is "good", and why a "bad answer" is "bad". The distinction between a narrow-focus "rubric" and a broad-focus "pseudo-rubric" was especially helpful.

very informative and useful session- I knew about the rubrics but did not felt cofident enough to develop one- the provided tools and information definitely helped to pass that hurdle

It hasn't because I have used rubrics extensively

I think the big thing for me was about linking rubrics to learning objectives and learning activities. Not only does there need to be alignment between these three things, but they can actually be the same thing....with the way that they are carried out being slightly differently articulated.

I wasn't aware of the "pseudo-rubric" that can be applied to assignments where higher level competencies are expected of the students. I really liked the modification of Bloom's taxonomy into the disciplinary language in the example that Joseph provided. I can really see how to build a rubric with a more flexible structure into my graduate level course now.

I have a lot of work to do to develop rubrics that mesh with my work for the previous two days of the workshop...ensuring everything is aligned.

They can be used as a feedback tool for the students rather than only as a guide for assessors.

Rubrics should be concentrated to objectives, and it is a good choice to let the students know them clearly.

It can be integrated with the bloom's Taxonomy and exams appling it can be more challenging with proper design of rubrics.

How to connect the course goals and bloom taxonmy with the structure of the rubrics

Yes，I regarded Rubrics just as a set of rules before the session.

Now I know how to formulate the Rubrics according to some certain rules.

I am able to look into assessment criteria, break theae down into students' level of achievement, while linking learning outcomes.

== Session Six: Friday Afternoon | Evaluation, Syllabus, Formative Assessment, Reflection, Close ==

http://www.harapnuik.org/educ652/syllabus/

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/?ET=facultyfocus:e48:318737a:&st=email

Jessica Earle-Meadows, Joseph Topornycky

== Formative Assessment ==
{{:Sandbox:Course Design Intensive Formative Assessment}}

== General Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf

[https://www.youtube.com/watch?v=7k10Xwo1lkc Bloom's Taxonomy Overview] video

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18504&authkey=!ADW-Dm73KQ8WLzM&ithint=file%2cpdf Bloom's Taxonomy Action Verbs]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18522&authkey=!AOt6r5Dcb9Lu3x8&ithint=file%2cdocx CTLT Feedback Form]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18246&authkey=!AAr9ADZagIBFgic&ithint=file%2cpdf Designing Courses for Significant Learning] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18511&authkey=!AEW3UqMpQ3Ms9hM&ithint=file%2cpdf Integrated Course Design - Idea Paper 42] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18245&authkey=!AMeyjrMa1ccXrrk&ithint=file%2cdoc Planning Your Course - Things to Consider]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18512&authkey=!AE6u171Or8GHSXM&ithint=file%2cpdf The Power of Course Design to Increase Student Engagement and Learning] Dee Fink

[http://www.teachingperspectives.com/tpi/ Teaching Perspectives Inventory]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18505&authkey=!AAGCwD9MNsFVAZw&ithint=file%2cdoc Tips for Writing Learning Objectives]

== Pictures ==
{{Course:CTLT Course Design Intensive December 2014/Notes}}

Course:CTLT Course Design Intensive December 2014

2014-12-12T20:57:58Z

Hope:

{{Infobox_New_Course
|title=CTLT Course Design Intensive December 2014
|picture=Image:wiki.png
|subject code=CTLT Course Design Intensive Dec 2014
|course number=CDIDec2014
|section number= [http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/ Course Design Institute]
|instructor= Jessica Earle-Meadows, Joseph Topornycky, Sharon Hu
|instructor 2= Marie Krbavac, Roselynn Verwoord
|instructor 3= Catherine Rawn
|instructor 4=Luisa Canuto, Stefania Burk, Bonita Bray
|instructor 5=
|instructor 6= Hope
|email=
|office=
|office hours=

|schedule= Monday December 8 8:45-4:30 Rm 2.22 <br>Wednesday December 10 8:45-4:30 '''Dodson Room'''<br>Friday December 12 8:45-4:00 Rm 2.22

|classroom= [http://www.maps.ubc.ca/PROD/index_detail.php?locat1=516 Irving K. Barber Learning Centre]<br>1961 East Mall<br>Room 2.22 / Dodson Room (3rd floor)

}}


== Monday Morning | Situational Factors==
[[File:CDIDec2014Day1.jpg|right|300px|Day One Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Monday_Day_One]]
Jessica Earle-Meadows, Joseph Topornycky

[http://1drv.ms/1wuoxQV CDI Day One and Situational Factors] PowerPoint


* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18564&authkey=!ANkBKSnUBUnnL9A&v=3&ithint=photo%2cjpg Kolb Worksheet-Flat.jpg]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18565&authkey=!ABLQfUJ5YIeqVcY&v=3&ithint=photo%2ctif Kolb Worksheet-Flat.tif]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18214&authkey=!AI8BXkSnVD4nFB8&ithint=file%2cpdf Kolb Worksheet-Flat.pdf]

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Situational Factors|Formative Assessment - Situational Factors]]

=== Course Delivery Models ===
[mailto:sharon.hu@ubc.ca Sharon Hu]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18569&authkey=!ADw2LByJP0PPWfE&ithint=file%2cpptx Course Delivery Models] PowerPoint

[https://www.coursera.org/course/blendedlearning Coursera Blended Learning Course]

== Monday Afternoon | Developing Course Goals and Learning Objectives ==
Roselynn Verwoord, Marie Krbavac
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18567&authkey=!AI_LTHFL5pV_3jE&ithint=file%2cpptx CDI DACUM] PowerPoint Presentation

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18561&authkey=!AIUK_cF0z2fYvjc&ithint=file%2cpdf BCIT - Writing Learning Objectives] pdf
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18554&authkey=!AIxuZvXv6_peqqk&ithint=file%2cpdf Sample DACUM] pdf
* [http://files.eric.ed.gov/fulltext/ED401483.pdf DACUM Handbook] Ohio State University

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18553&authkey=!AO-7i7qDO6Njgrc&ithint=file%2cdoc DACUM] blank worksheet Word.docx
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18510&authkey=!AGJtf7WfUAg1BUo&ithint=file%2cdoc Planning Your Course - Things to Consider] Word.docx

;BORC
* Brainstorm
* Organize
* Reflect
* Consolidate

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Developing Course Goals and Learning Objectives|Formative Assessment - Developing Course Goals and Learning Objectives]]

===Preparation for Wednesday===
Question from Luisa
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
In preparation for the session on Teaching & Learning Activities could you please jot down one or two Learning Activities you'd like to learn about.

Roselynn has cards on which you can write your responses. We need these before you leave today.
</div>

== Wednesday Morning | Backward Design and Assessment==
[[File:CDIDec2014Day2.jpg|right|300px|Day Two Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Wednesday_Day_Two]]
Pre-Session Assessment:
[[File:CDIDec2014Day2Hopes.jpg|right|200px|Hopes and Fears exercise|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Hopes_and_Fears]]
* What are my hopes for the session?
* What are my fears?

Dr. Catherine D. Rawn

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18216&authkey=!AKZSnMcWlInSXb0&ithint=file%2cpptx Backward Design and Assessment] PowerPoint Presentation (to download click File | Save As)

=== Handouts ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18639&authkey=!AOMgbEbP4p0yiAU&ithint=file%2cpdf Three Column Tables 5 Examples]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18638&authkey=!AE3lrIrF_LdWUYs&ithint=file%2cdocx Course Design Intensive Session 3 Assessment 3 column course design]

=== Related Material ===
[http://laplab.ucsd.edu/articles/Pashler_et_al_2009PSPI.pdf Learning Styles - University of California, San Diego] Pashler <br>Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

Teaching with your Mouth Shut by Donald Finkel

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Backward Design and Assessment|Formative Assessment - Backward Design and Assessment]]

== Wednesday Afternoon | Learning Activities ==
[[File:CDIDec2014TeachingActivity04.jpg|300px|right|Teaching Activities and Learning Objectives - click for more|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Teaching_Activities_and_Learning_Objectives]]
Luisa Canuto, Stefania Burk, Emily Renoe

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18529&authkey=!AGNVCv-FmhxJeWs&ithint=file%2cpptx CDI Learning Activities Dec2014] PowerPoint Presentation (to download click File | Save As)

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18664&authkey=!ABCZ6WRZRuEfBE8&ithint=file%2cdoc Teaching & Learning Activity Matrix] Word document

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf file

Additional Resources
*[[Problem-Based Learning (Teaching and Learning)]]
* [http://learntbl.ca/book/other-materials/ Learn TBL]

=== Sharing Technology Tools to Support Active Learning ===
Bonita Bray

[https://docs.google.com/presentation/d/13CV2ScpOIxoF2n8XWWgtkcDJFNAH2_m_gR49BQgWVnU/edit?usp=sharing Technology Tools to Support Active Learning] To save on your computer, click File -> Download As.
{| border=0
|+ Resources
|-
! Bonita mentioned these resources (supported by UBC)
! Interesting resources (Not supported by UBC)
|-
|
* [http://elearning.ubc.ca/connect/ Connect]
* [http://elearning.ubc.ca/toolkit/clickers/ Clickers]
* [http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Collaborate]
* [http://elearning.ubc.ca/toolkit/blogs/ blogs]
* [http://elearning.ubc.ca/toolkit/wiki/ wiki]
* [http://elearning.ubc.ca/toolkit/kaltura/ Kaltura]
|
* [http://turnitin.com/ turnitin]
* [http://www.polleverywhere.com/polls?page=501856 Poll Everywhere]
* [https://moodle.org/ moodle]
|}

;Handouts on Facilitating Discussions
*[http://www.edudemic.com/wp-content/uploads/2014/02/discussion.jpg Discussion Poster]
*[http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf Generating and Facilitating Engaging and Effective Online Discussions Article]

*[http://ctlt.ubc.ca/tble/ Information on Teaching in a Blended Learning Environment Course]

=== Formative Assessment ===
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|link=Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning_Activities]]
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning Activities|Formative Assessment - Learning Activities]]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18659&authkey=!AFJtaWKo53jyDBY&ithint=file%2cxlsx Results from Socrative Quiz] Excel workbook

=== Pre Session Work for Friday ===
From Jessica Earle-Meadows
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.2em; ">
In preparation for Friday's session, please do the following:

* Complete at least 2 three-column course tables (that Catherine Rawn introduced to you this morning and can be found in her [[Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment|Presentation and accompanying notes]] connected to two of your course 2 learning objectives <br> - = OR = -
* Complete a draft of ALL the learning objectives for your course (including your course goals). This will have you in good standing to get the most of our the 2-hour Working on your own segment of Friday morning
* Email [mailto:jessica.earle-meadows@ubc.ca?subject=CDI PreSession work for Friday Jessica]) with your answer to the following questions:
* What goal(s) can I aim to accomplish in the two hour session Friday that will assist me with my course design process the most?
* What resources or conditions (e.g., facilitators in the room, templates for planning, working alone, particular texts) will help me with this?
* Knowing this, how can I prepare for Friday?
</div>

== Friday Morning | Rubrics and Evaluation==

=== Documents ===

* [http://www.uncw.edu/qep/documents/AshClaytonGeneratingDeepeningandDocumentingLearning.pdf Generating, Deepening, and Documenting Learning - Ash & Clayton]

=== Formative Assessment ===
You will do a 2 minute paper: "How has your thinking about Rubrics changed as a result of this morning's session?"

[http://socrative.com socrative.com] Log in as student, room 79129

* [http://www.adelaide.edu.au/professions/pedagogical-possibilities/tips-tools/assessment/rubrics/ Rubrics: Article on rubrics that was shown in the socrative quiz]

;Responses to the Formative Assessment Question

'''How has your thinking about Rubrics changed as a result of this morning's session?'''

Individual responses are separated by blank lines

Yes, I had originally only used these for questions and assignments which I felt had clear and straightforward answers. After this session I can see how to use a rubric for a more open ended type of question (psuedorubric).

Thinking about a rubric as measuring whether the student is achieving and demonstrating the competencies of their discipline is helpful, and I have a better understanding of how evalulation ties into the other two components of learning.

I used the exercise time to review my existing rubic, and identified three challenges I was aware of: what to do when the grade is below a C (and perhpas why this may have happened); what to do when marks seem to be a bit too high or low overall; and what to do in when the blocks in the rubric are not sufficiently differentiated.

My thinking about a rubric is has not really changed (e.g., as a tool for fair assessment, as feedback for students), but my thinking in terms of creating rubrics has changed (e.g., how to create a pseudo rubric, what to consider, how to translate Bloom's taxonomy of learning into the rubric).

Demonstrates its flexibility in designing for a domain or discipline and assessment preference.

The exact rubrics is very important to the student

No, but I understand different approaches and ways to use them.

The example of a pseudo rubric has helped me with something I have struggled with for a while. I have been using rubrics as a way of making consistent the grading process, as well as tools for student learning. However, I hadn't yet figured out how to make the structure flexible for open-ended competency based assignments.

It seems simple but the significance of the even number of levels had not occured to me. I also have extrapolated that to thinking about the possible points assigned in the categories. I know from my expereince using rubrics that I often choose the middle point.

Prior to this morning, I didn't have a good understanding of how to use a rubric, in particular for the type of course I'm designing (which will have no summative assessment, just formative assessment). With the introduction of a psuedo-rubric, I can now see how I might use one to inform both the students' learning and the formative assessment of that learning.

I'll give some more thought to if/when to give rubrics to students beforehand. I like the pseudo rubric idea and linking it back to Blooms. I find Joseph's tactic of having students prepare for 6 exam questions and then writing 2 (chosen by Joseph) brilliant. It encourages a lot of learning without generating a lot of marking!

Have a better understanding of how to design rubrics so that they enhance learning objectives by providing students with clear guidance/feedback about assessment criteria, i.e. so that a students know why a "good answer" is "good", and why a "bad answer" is "bad". The distinction between a narrow-focus "rubric" and a broad-focus "pseudo-rubric" was especially helpful.

very informative and useful session- I knew about the rubrics but did not felt cofident enough to develop one- the provided tools and information definitely helped to pass that hurdle

It hasn't because I have used rubrics extensively

I think the big thing for me was about linking rubrics to learning objectives and learning activities. Not only does there need to be alignment between these three things, but they can actually be the same thing....with the way that they are carried out being slightly differently articulated.

I wasn't aware of the "pseudo-rubric" that can be applied to assignments where higher level competencies are expected of the students. I really liked the modification of Bloom's taxonomy into the disciplinary language in the example that Joseph provided. I can really see how to build a rubric with a more flexible structure into my graduate level course now.

I have a lot of work to do to develop rubrics that mesh with my work for the previous two days of the workshop...ensuring everything is aligned.

They can be used as a feedback tool for the students rather than only as a guide for assessors.

Rubrics should be concentrated to objectives, and it is a good choice to let the students know them clearly.

It can be integrated with the bloom's Taxonomy and exams appling it can be more challenging with proper design of rubrics.

How to connect the course goals and bloom taxonmy with the structure of the rubrics

Yes，I regarded Rubrics just as a set of rules before the session.

Now I know how to formulate the Rubrics according to some certain rules.

I am able to look into assessment criteria, break theae down into students' level of achievement, while linking learning outcomes.

== Session Six: Friday Afternoon | Evaluation, Syllabus, Formative Assessment, Reflection, Close ==

http://www.harapnuik.org/educ652/syllabus/

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/?ET=facultyfocus:e48:318737a:&st=email

Jessica Earle-Meadows, Joseph Topornycky

== Formative Assessment ==
{{:Sandbox:Course Design Intensive Formative Assessment}}

== General Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf

[https://www.youtube.com/watch?v=7k10Xwo1lkc Bloom's Taxonomy Overview] video

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18504&authkey=!ADW-Dm73KQ8WLzM&ithint=file%2cpdf Bloom's Taxonomy Action Verbs]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18522&authkey=!AOt6r5Dcb9Lu3x8&ithint=file%2cdocx CTLT Feedback Form]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18246&authkey=!AAr9ADZagIBFgic&ithint=file%2cpdf Designing Courses for Significant Learning] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18511&authkey=!AEW3UqMpQ3Ms9hM&ithint=file%2cpdf Integrated Course Design - Idea Paper 42] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18245&authkey=!AMeyjrMa1ccXrrk&ithint=file%2cdoc Planning Your Course - Things to Consider]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18512&authkey=!AE6u171Or8GHSXM&ithint=file%2cpdf The Power of Course Design to Increase Student Engagement and Learning] Dee Fink

[http://www.teachingperspectives.com/tpi/ Teaching Perspectives Inventory]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18505&authkey=!AAGCwD9MNsFVAZw&ithint=file%2cdoc Tips for Writing Learning Objectives]

== Pictures ==
{{Course:CTLT Course Design Intensive December 2014/Notes}}

Sandbox:Course Design Intensive Formative Assessment

2014-12-12T20:56:51Z

Hope:

=== Resources ===
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|Formative Assessment Discussion|link=https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx]]

=== Referenced articles and resources===
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

=== Tools ===
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

===Images from other sources===

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

http://www.vaniercollege.qc.ca/pdo/files/2013/02/Finks-taxonomy.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Sandbox:Course Design Intensive Formative Assessment

2014-12-12T20:53:19Z

Hope: /* Resources */

== Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|Formative Assessment Discussion|link=https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx]]

== Referenced articles and resources==
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

== Tools ==
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

==Images from other sources==

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

http://www.vaniercollege.qc.ca/pdo/files/2013/02/Finks-taxonomy.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Sandbox:Course Design Intensive Formative Assessment

2014-12-12T20:52:23Z

Hope: /* Resources */

== Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:Formative Assessment.jpg|thumb|Add caption here]]

== Referenced articles and resources==
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

== Tools ==
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

==Images from other sources==

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

http://www.vaniercollege.qc.ca/pdo/files/2013/02/Finks-taxonomy.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

File:Formative Assessment.jpg

2014-12-12T20:51:01Z

Hope:

Sandbox:Course Design Intensive Formative Assessment

2014-12-12T20:50:05Z

Hope: /* Resources */

== Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18208&authkey=!AKk34Y0ZCGp1mI8&ithint=file%2cdocx CTLT CDI Formative Assessment] - my notes in Word Online - Download to your machine if you like.

[[File:CDIDec2014FormativeAssessment.jpg]]

== Referenced articles and resources==
* [http://books.google.ca/books?id=gu5qpi5aFDkC&printsec=frontcover&dq=how+learning+works+%22What+does+the+research+tell+us+about+feedback%22&hl=en&sa=X&ei=V_tkVKVikNKgBKOwgZgC&ved=0CCcQ6AEwAA#v=onepage&q=how%20learning%20works%20%22What%20does%20the%20research%20tell%20us%20about%20feedback%22&f=false How Learning Works] "What does the research tell us about feedback"
* [http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf Integrated Course Design] L. Dee Fink
* [http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf 25 Quick Formative Assessments for a Differentiated Classroom]
* [http://www.servicelearning.umn.edu/info/reflection.html Learning Reflection]
[http://www.cmu.edu/teaching/designteach/index.html Carnegie Mellon on "Design and Teach a Course"]

== Tools ==
* [http://socrative.com/ Socrative] Room 79129
* [http://www.infuselearning.com Infuse Learning] Room 97266 ([http://student.infuselearning.com/ Student Login])
* [https://peerwise.cs.auckland.ac.nz/at/?ubc_ca PeerWise]

==Images from other sources==

http://ctlt.illinoisstate.edu/images/modules/design/course_components.jpg

http://www.vaniercollege.qc.ca/pdo/files/2013/02/Finks-taxonomy.jpg

http://d32ogoqmya1dw8.cloudfront.net/images/sp/library/interdisciplinary/fink_taxonomy_significant_lear.jpg

http://www.class.umn.edu/crimson/dependancies/multimedia/learningcycleWeb.png
[http://jimubc.sites.olt.ubc.ca/expert-and-novice/ Expert and Novice - see Learning Reflection]

Course:CTLT Course Design Intensive December 2014

2014-12-12T20:09:28Z

Hope: /* Wednesday Afternoon | Learning Activities */

{{Infobox_New_Course
|title=CTLT Course Design Intensive December 2014
|picture=Image:wiki.png
|subject code=CTLT Course Design Intensive Dec 2014
|course number=CDIDec2014
|section number= [http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/ Course Design Institute]
|instructor= Jessica Earle-Meadows, Joseph Topornycky, Sharon Hu
|instructor 2= Marie Krbavac, Roselynn Verwoord
|instructor 3= Catherine Rawn
|instructor 4=Luisa Canuto, Stefania Burk, Bonita Bray
|instructor 5=
|instructor 6= Hope
|email=
|office=
|office hours=

|schedule= Monday December 8 8:45-4:30 Rm 2.22 <br>Wednesday December 10 8:45-4:30 '''Dodson Room'''<br>Friday December 12 8:45-4:00 Rm 2.22

|classroom= [http://www.maps.ubc.ca/PROD/index_detail.php?locat1=516 Irving K. Barber Learning Centre]<br>1961 East Mall<br>Room 2.22 / Dodson Room (3rd floor)

}}


== Monday Morning | Situational Factors==
[[File:CDIDec2014Day1.jpg|right|300px|Day One Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Monday_Day_One]]
Jessica Earle-Meadows, Joseph Topornycky

[http://1drv.ms/1wuoxQV CDI Day One and Situational Factors] PowerPoint


* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18564&authkey=!ANkBKSnUBUnnL9A&v=3&ithint=photo%2cjpg Kolb Worksheet-Flat.jpg]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18565&authkey=!ABLQfUJ5YIeqVcY&v=3&ithint=photo%2ctif Kolb Worksheet-Flat.tif]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18214&authkey=!AI8BXkSnVD4nFB8&ithint=file%2cpdf Kolb Worksheet-Flat.pdf]

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Situational Factors|Formative Assessment - Situational Factors]]

=== Course Delivery Models ===
[mailto:sharon.hu@ubc.ca Sharon Hu]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18569&authkey=!ADw2LByJP0PPWfE&ithint=file%2cpptx Course Delivery Models] PowerPoint

[https://www.coursera.org/course/blendedlearning Coursera Blended Learning Course]

== Monday Afternoon | Developing Course Goals and Learning Objectives ==
Roselynn Verwoord, Marie Krbavac
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18567&authkey=!AI_LTHFL5pV_3jE&ithint=file%2cpptx CDI DACUM] PowerPoint Presentation

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18561&authkey=!AIUK_cF0z2fYvjc&ithint=file%2cpdf BCIT - Writing Learning Objectives] pdf
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18554&authkey=!AIxuZvXv6_peqqk&ithint=file%2cpdf Sample DACUM] pdf
* [http://files.eric.ed.gov/fulltext/ED401483.pdf DACUM Handbook] Ohio State University

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18553&authkey=!AO-7i7qDO6Njgrc&ithint=file%2cdoc DACUM] blank worksheet Word.docx
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18510&authkey=!AGJtf7WfUAg1BUo&ithint=file%2cdoc Planning Your Course - Things to Consider] Word.docx

;BORC
* Brainstorm
* Organize
* Reflect
* Consolidate

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Developing Course Goals and Learning Objectives|Formative Assessment - Developing Course Goals and Learning Objectives]]

===Preparation for Wednesday===
Question from Luisa
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
In preparation for the session on Teaching & Learning Activities could you please jot down one or two Learning Activities you'd like to learn about.

Roselynn has cards on which you can write your responses. We need these before you leave today.
</div>

== Wednesday Morning | Backward Design and Assessment==
[[File:CDIDec2014Day2.jpg|right|300px|Day Two Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Wednesday_Day_Two]]
Pre-Session Assessment:
[[File:CDIDec2014Day2Hopes.jpg|right|200px|Hopes and Fears exercise|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Hopes_and_Fears]]
* What are my hopes for the session?
* What are my fears?

Dr. Catherine D. Rawn

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18216&authkey=!AKZSnMcWlInSXb0&ithint=file%2cpptx Backward Design and Assessment] PowerPoint Presentation (to download click File | Save As)

=== Handouts ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18639&authkey=!AOMgbEbP4p0yiAU&ithint=file%2cpdf Three Column Tables 5 Examples]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18638&authkey=!AE3lrIrF_LdWUYs&ithint=file%2cdocx Course Design Intensive Session 3 Assessment 3 column course design]

=== Related Material ===
[http://laplab.ucsd.edu/articles/Pashler_et_al_2009PSPI.pdf Learning Styles - University of California, San Diego] Pashler <br>Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

Teaching with your Mouth Shut by Donald Finkel

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Backward Design and Assessment|Formative Assessment - Backward Design and Assessment]]

== Wednesday Afternoon | Learning Activities ==
[[File:CDIDec2014TeachingActivity04.jpg|300px|right|Teaching Activities and Learning Objectives - click for more|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Teaching_Activities_and_Learning_Objectives]]
Luisa Canuto, Stefania Burk, Emily Renoe

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18529&authkey=!AGNVCv-FmhxJeWs&ithint=file%2cpptx CDI Learning Activities Dec2014] PowerPoint Presentation (to download click File | Save As)

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18664&authkey=!ABCZ6WRZRuEfBE8&ithint=file%2cdoc Teaching & Learning Activity Matrix] Word document

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf file

Additional Resources
*[[Problem-Based Learning (Teaching and Learning)]]
* [http://learntbl.ca/book/other-materials/ Learn TBL]

=== Sharing Technology Tools to Support Active Learning ===
Bonita Bray

[https://docs.google.com/presentation/d/13CV2ScpOIxoF2n8XWWgtkcDJFNAH2_m_gR49BQgWVnU/edit?usp=sharing Technology Tools to Support Active Learning] To save on your computer, click File -> Download As.
{| border=0
|+ Resources
|-
! Bonita mentioned these resources (supported by UBC)
! Interesting resources (Not supported by UBC)
|-
|
* [http://elearning.ubc.ca/connect/ Connect]
* [http://elearning.ubc.ca/toolkit/clickers/ Clickers]
* [http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Collaborate]
* [http://elearning.ubc.ca/toolkit/blogs/ blogs]
* [http://elearning.ubc.ca/toolkit/wiki/ wiki]
* [http://elearning.ubc.ca/toolkit/kaltura/ Kaltura]
|
* [http://turnitin.com/ turnitin]
* [http://www.polleverywhere.com/polls?page=501856 Poll Everywhere]
* [https://moodle.org/ moodle]
|}

;Handouts on Facilitating Discussions
*[http://www.edudemic.com/wp-content/uploads/2014/02/discussion.jpg Discussion Poster]
*[http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf Generating and Facilitating Engaging and Effective Online Discussions Article]

*[http://ctlt.ubc.ca/tble/ Information on Teaching in a Blended Learning Environment Course]

=== Formative Assessment ===
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|link=Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning_Activities]]
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning Activities|Formative Assessment - Learning Activities]]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18659&authkey=!AFJtaWKo53jyDBY&ithint=file%2cxlsx Results from Socrative Quiz] Excel workbook

=== Pre Session Work for Friday ===
From Jessica Earle-Meadows
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.2em; ">
In preparation for Friday's session, please do the following:

* Complete at least 2 three-column course tables (that Catherine Rawn introduced to you this morning and can be found in her [[Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment|Presentation and accompanying notes]] connected to two of your course 2 learning objectives <br> - = OR = -
* Complete a draft of ALL the learning objectives for your course (including your course goals). This will have you in good standing to get the most of our the 2-hour Working on your own segment of Friday morning
* Email [mailto:jessica.earle-meadows@ubc.ca?subject=CDI PreSession work for Friday Jessica]) with your answer to the following questions:
* What goal(s) can I aim to accomplish in the two hour session Friday that will assist me with my course design process the most?
* What resources or conditions (e.g., facilitators in the room, templates for planning, working alone, particular texts) will help me with this?
* Knowing this, how can I prepare for Friday?
</div>

== Friday Morning | Rubrics and Evaluation==

=== Documents ===

* [http://www.uncw.edu/qep/documents/AshClaytonGeneratingDeepeningandDocumentingLearning.pdf Generating, Deepening, and Documenting Learning - Ash & Clayton]

=== Formative Assessment ===
You will do a 2 minute paper: "How has your thinking about Rubrics changed as a result of this morning's session?"

[http://socrative.com socrative.com] Log in as student, room 79129

* [http://www.adelaide.edu.au/professions/pedagogical-possibilities/tips-tools/assessment/rubrics/ Rubrics: Article on rubrics that was shown in the socrative quiz]

;Responses to the Formative Assessment Question

'''How has your thinking about Rubrics changed as a result of this morning's session?'''

Individual responses are separated by blank lines

Yes, I had originally only used these for questions and assignments which I felt had clear and straightforward answers. After this session I can see how to use a rubric for a more open ended type of question (psuedorubric).

Thinking about a rubric as measuring whether the student is achieving and demonstrating the competencies of their discipline is helpful, and I have a better understanding of how evalulation ties into the other two components of learning.

I used the exercise time to review my existing rubic, and identified three challenges I was aware of: what to do when the grade is below a C (and perhpas why this may have happened); what to do when marks seem to be a bit too high or low overall; and what to do in when the blocks in the rubric are not sufficiently differentiated.

My thinking about a rubric is has not really changed (e.g., as a tool for fair assessment, as feedback for students), but my thinking in terms of creating rubrics has changed (e.g., how to create a pseudo rubric, what to consider, how to translate Bloom's taxonomy of learning into the rubric).

Demonstrates its flexibility in designing for a domain or discipline and assessment preference.

The exact rubrics is very important to the student

No, but I understand different approaches and ways to use them.

The example of a pseudo rubric has helped me with something I have struggled with for a while. I have been using rubrics as a way of making consistent the grading process, as well as tools for student learning. However, I hadn't yet figured out how to make the structure flexible for open-ended competency based assignments.

It seems simple but the significance of the even number of levels had not occured to me. I also have extrapolated that to thinking about the possible points assigned in the categories. I know from my expereince using rubrics that I often choose the middle point.

Prior to this morning, I didn't have a good understanding of how to use a rubric, in particular for the type of course I'm designing (which will have no summative assessment, just formative assessment). With the introduction of a psuedo-rubric, I can now see how I might use one to inform both the students' learning and the formative assessment of that learning.

I'll give some more thought to if/when to give rubrics to students beforehand. I like the pseudo rubric idea and linking it back to Blooms. I find Joseph's tactic of having students prepare for 6 exam questions and then writing 2 (chosen by Joseph) brilliant. It encourages a lot of learning without generating a lot of marking!

Have a better understanding of how to design rubrics so that they enhance learning objectives by providing students with clear guidance/feedback about assessment criteria, i.e. so that a students know why a "good answer" is "good", and why a "bad answer" is "bad". The distinction between a narrow-focus "rubric" and a broad-focus "pseudo-rubric" was especially helpful.

very informative and useful session- I knew about the rubrics but did not felt cofident enough to develop one- the provided tools and information definitely helped to pass that hurdle

It hasn't because I have used rubrics extensively

I think the big thing for me was about linking rubrics to learning objectives and learning activities. Not only does there need to be alignment between these three things, but they can actually be the same thing....with the way that they are carried out being slightly differently articulated.

I wasn't aware of the "pseudo-rubric" that can be applied to assignments where higher level competencies are expected of the students. I really liked the modification of Bloom's taxonomy into the disciplinary language in the example that Joseph provided. I can really see how to build a rubric with a more flexible structure into my graduate level course now.

I have a lot of work to do to develop rubrics that mesh with my work for the previous two days of the workshop...ensuring everything is aligned.

They can be used as a feedback tool for the students rather than only as a guide for assessors.

Rubrics should be concentrated to objectives, and it is a good choice to let the students know them clearly.

It can be integrated with the bloom's Taxonomy and exams appling it can be more challenging with proper design of rubrics.

How to connect the course goals and bloom taxonmy with the structure of the rubrics

Yes，I regarded Rubrics just as a set of rules before the session.

Now I know how to formulate the Rubrics according to some certain rules.

I am able to look into assessment criteria, break theae down into students' level of achievement, while linking learning outcomes.

== Formative Assessment ==
{{:Sandbox:Course Design Intensive Formative Assessment}}

== Session Six: Friday Afternoon | Evaluation, Syllabus, Formative Assessment, Reflection, Close ==

http://www.harapnuik.org/educ652/syllabus/

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/?ET=facultyfocus:e48:318737a:&st=email

Jessica Earle-Meadows, Joseph Topornycky

== General Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf

[https://www.youtube.com/watch?v=7k10Xwo1lkc Bloom's Taxonomy Overview] video

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18504&authkey=!ADW-Dm73KQ8WLzM&ithint=file%2cpdf Bloom's Taxonomy Action Verbs]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18522&authkey=!AOt6r5Dcb9Lu3x8&ithint=file%2cdocx CTLT Feedback Form]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18246&authkey=!AAr9ADZagIBFgic&ithint=file%2cpdf Designing Courses for Significant Learning] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18511&authkey=!AEW3UqMpQ3Ms9hM&ithint=file%2cpdf Integrated Course Design - Idea Paper 42] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18245&authkey=!AMeyjrMa1ccXrrk&ithint=file%2cdoc Planning Your Course - Things to Consider]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18512&authkey=!AE6u171Or8GHSXM&ithint=file%2cpdf The Power of Course Design to Increase Student Engagement and Learning] Dee Fink

[http://www.teachingperspectives.com/tpi/ Teaching Perspectives Inventory]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18505&authkey=!AAGCwD9MNsFVAZw&ithint=file%2cdoc Tips for Writing Learning Objectives]

== Pictures ==
{{Course:CTLT Course Design Intensive December 2014/Notes}}

Course:CTLT Course Design Intensive December 2014

2014-12-12T20:08:47Z

Hope: /* Wednesday Afternoon | Learning Activities */

{{Infobox_New_Course
|title=CTLT Course Design Intensive December 2014
|picture=Image:wiki.png
|subject code=CTLT Course Design Intensive Dec 2014
|course number=CDIDec2014
|section number= [http://flexible-isw-cdi-12-2014.sites.olt.ubc.ca/ Course Design Institute]
|instructor= Jessica Earle-Meadows, Joseph Topornycky, Sharon Hu
|instructor 2= Marie Krbavac, Roselynn Verwoord
|instructor 3= Catherine Rawn
|instructor 4=Luisa Canuto, Stefania Burk, Bonita Bray
|instructor 5=
|instructor 6= Hope
|email=
|office=
|office hours=

|schedule= Monday December 8 8:45-4:30 Rm 2.22 <br>Wednesday December 10 8:45-4:30 '''Dodson Room'''<br>Friday December 12 8:45-4:00 Rm 2.22

|classroom= [http://www.maps.ubc.ca/PROD/index_detail.php?locat1=516 Irving K. Barber Learning Centre]<br>1961 East Mall<br>Room 2.22 / Dodson Room (3rd floor)

}}


== Monday Morning | Situational Factors==
[[File:CDIDec2014Day1.jpg|right|300px|Day One Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Monday_Day_One]]
Jessica Earle-Meadows, Joseph Topornycky

[http://1drv.ms/1wuoxQV CDI Day One and Situational Factors] PowerPoint


* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18564&authkey=!ANkBKSnUBUnnL9A&v=3&ithint=photo%2cjpg Kolb Worksheet-Flat.jpg]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18565&authkey=!ABLQfUJ5YIeqVcY&v=3&ithint=photo%2ctif Kolb Worksheet-Flat.tif]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18214&authkey=!AI8BXkSnVD4nFB8&ithint=file%2cpdf Kolb Worksheet-Flat.pdf]

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Situational Factors|Formative Assessment - Situational Factors]]

=== Course Delivery Models ===
[mailto:sharon.hu@ubc.ca Sharon Hu]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18569&authkey=!ADw2LByJP0PPWfE&ithint=file%2cpptx Course Delivery Models] PowerPoint

[https://www.coursera.org/course/blendedlearning Coursera Blended Learning Course]

== Monday Afternoon | Developing Course Goals and Learning Objectives ==
Roselynn Verwoord, Marie Krbavac
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18567&authkey=!AI_LTHFL5pV_3jE&ithint=file%2cpptx CDI DACUM] PowerPoint Presentation

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18561&authkey=!AIUK_cF0z2fYvjc&ithint=file%2cpdf BCIT - Writing Learning Objectives] pdf
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18554&authkey=!AIxuZvXv6_peqqk&ithint=file%2cpdf Sample DACUM] pdf
* [http://files.eric.ed.gov/fulltext/ED401483.pdf DACUM Handbook] Ohio State University

* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18553&authkey=!AO-7i7qDO6Njgrc&ithint=file%2cdoc DACUM] blank worksheet Word.docx
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18510&authkey=!AGJtf7WfUAg1BUo&ithint=file%2cdoc Planning Your Course - Things to Consider] Word.docx

;BORC
* Brainstorm
* Organize
* Reflect
* Consolidate

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Developing Course Goals and Learning Objectives|Formative Assessment - Developing Course Goals and Learning Objectives]]

===Preparation for Wednesday===
Question from Luisa
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
">
In preparation for the session on Teaching & Learning Activities could you please jot down one or two Learning Activities you'd like to learn about.

Roselynn has cards on which you can write your responses. We need these before you leave today.
</div>

== Wednesday Morning | Backward Design and Assessment==
[[File:CDIDec2014Day2.jpg|right|300px|Day Two Overview|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Wednesday_Day_Two]]
Pre-Session Assessment:
[[File:CDIDec2014Day2Hopes.jpg|right|200px|Hopes and Fears exercise|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Hopes_and_Fears]]
* What are my hopes for the session?
* What are my fears?

Dr. Catherine D. Rawn

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18216&authkey=!AKZSnMcWlInSXb0&ithint=file%2cpptx Backward Design and Assessment] PowerPoint Presentation (to download click File | Save As)

=== Handouts ===
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18639&authkey=!AOMgbEbP4p0yiAU&ithint=file%2cpdf Three Column Tables 5 Examples]
* [https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18638&authkey=!AE3lrIrF_LdWUYs&ithint=file%2cdocx Course Design Intensive Session 3 Assessment 3 column course design]

=== Related Material ===
[http://laplab.ucsd.edu/articles/Pashler_et_al_2009PSPI.pdf Learning Styles - University of California, San Diego] Pashler <br>Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

Teaching with your Mouth Shut by Donald Finkel

=== Formative Assessment ===
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Backward Design and Assessment|Formative Assessment - Backward Design and Assessment]]

== Wednesday Afternoon | Learning Activities ==
[[File:CDIDec2014TeachingActivity04.jpg|300px|right|Teaching Activities and Learning Objectives - click for more|link=Course:CTLT_Course_Design_Intensive_December_2014/Notes#Teaching_Activities_and_Learning_Objectives]]
Luisa Canuto, Stefania Burk, Emily Renoe

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18664&authkey=!ABCZ6WRZRuEfBE8&ithint=file%2cdoc Teaching & Learning Activity Matrix] Word document

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18529&authkey=!AGNVCv-FmhxJeWs&ithint=file%2cpptx CDI Learning Activities Dec2014] PowerPoint Presentation (to download click File | Save As)

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf file

Additional Resources
*[[Problem-Based Learning (Teaching and Learning)]]
* [http://learntbl.ca/book/other-materials/ Learn TBL]

=== Sharing Technology Tools to Support Active Learning ===
Bonita Bray

[https://docs.google.com/presentation/d/13CV2ScpOIxoF2n8XWWgtkcDJFNAH2_m_gR49BQgWVnU/edit?usp=sharing Technology Tools to Support Active Learning] To save on your computer, click File -> Download As.
{| border=0
|+ Resources
|-
! Bonita mentioned these resources (supported by UBC)
! Interesting resources (Not supported by UBC)
|-
|
* [http://elearning.ubc.ca/connect/ Connect]
* [http://elearning.ubc.ca/toolkit/clickers/ Clickers]
* [http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Collaborate]
* [http://elearning.ubc.ca/toolkit/blogs/ blogs]
* [http://elearning.ubc.ca/toolkit/wiki/ wiki]
* [http://elearning.ubc.ca/toolkit/kaltura/ Kaltura]
|
* [http://turnitin.com/ turnitin]
* [http://www.polleverywhere.com/polls?page=501856 Poll Everywhere]
* [https://moodle.org/ moodle]
|}

;Handouts on Facilitating Discussions
*[http://www.edudemic.com/wp-content/uploads/2014/02/discussion.jpg Discussion Poster]
*[http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf Generating and Facilitating Engaging and Effective Online Discussions Article]

*[http://ctlt.ubc.ca/tble/ Information on Teaching in a Blended Learning Environment Course]

=== Formative Assessment ===
[[File:CTLT CDI Dec2014 Learning Activities Wordle.png|300px|right|link=Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning_Activities]]
[[Course:CTLT Course Design Intensive December 2014/Formative Assessments#Learning Activities|Formative Assessment - Learning Activities]]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18659&authkey=!AFJtaWKo53jyDBY&ithint=file%2cxlsx Results from Socrative Quiz] Excel workbook

=== Pre Session Work for Friday ===
From Jessica Earle-Meadows
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.2em; ">
In preparation for Friday's session, please do the following:

* Complete at least 2 three-column course tables (that Catherine Rawn introduced to you this morning and can be found in her [[Course:CTLT_Course_Design_Intensive_December_2014#Wednesday_Morning_.7C_Backward_Design_and_Assessment|Presentation and accompanying notes]] connected to two of your course 2 learning objectives <br> - = OR = -
* Complete a draft of ALL the learning objectives for your course (including your course goals). This will have you in good standing to get the most of our the 2-hour Working on your own segment of Friday morning
* Email [mailto:jessica.earle-meadows@ubc.ca?subject=CDI PreSession work for Friday Jessica]) with your answer to the following questions:
* What goal(s) can I aim to accomplish in the two hour session Friday that will assist me with my course design process the most?
* What resources or conditions (e.g., facilitators in the room, templates for planning, working alone, particular texts) will help me with this?
* Knowing this, how can I prepare for Friday?
</div>

== Friday Morning | Rubrics and Evaluation==

=== Documents ===

* [http://www.uncw.edu/qep/documents/AshClaytonGeneratingDeepeningandDocumentingLearning.pdf Generating, Deepening, and Documenting Learning - Ash & Clayton]

=== Formative Assessment ===
You will do a 2 minute paper: "How has your thinking about Rubrics changed as a result of this morning's session?"

[http://socrative.com socrative.com] Log in as student, room 79129

* [http://www.adelaide.edu.au/professions/pedagogical-possibilities/tips-tools/assessment/rubrics/ Rubrics: Article on rubrics that was shown in the socrative quiz]

;Responses to the Formative Assessment Question

'''How has your thinking about Rubrics changed as a result of this morning's session?'''

Individual responses are separated by blank lines

Yes, I had originally only used these for questions and assignments which I felt had clear and straightforward answers. After this session I can see how to use a rubric for a more open ended type of question (psuedorubric).

Thinking about a rubric as measuring whether the student is achieving and demonstrating the competencies of their discipline is helpful, and I have a better understanding of how evalulation ties into the other two components of learning.

I used the exercise time to review my existing rubic, and identified three challenges I was aware of: what to do when the grade is below a C (and perhpas why this may have happened); what to do when marks seem to be a bit too high or low overall; and what to do in when the blocks in the rubric are not sufficiently differentiated.

My thinking about a rubric is has not really changed (e.g., as a tool for fair assessment, as feedback for students), but my thinking in terms of creating rubrics has changed (e.g., how to create a pseudo rubric, what to consider, how to translate Bloom's taxonomy of learning into the rubric).

Demonstrates its flexibility in designing for a domain or discipline and assessment preference.

The exact rubrics is very important to the student

No, but I understand different approaches and ways to use them.

The example of a pseudo rubric has helped me with something I have struggled with for a while. I have been using rubrics as a way of making consistent the grading process, as well as tools for student learning. However, I hadn't yet figured out how to make the structure flexible for open-ended competency based assignments.

It seems simple but the significance of the even number of levels had not occured to me. I also have extrapolated that to thinking about the possible points assigned in the categories. I know from my expereince using rubrics that I often choose the middle point.

Prior to this morning, I didn't have a good understanding of how to use a rubric, in particular for the type of course I'm designing (which will have no summative assessment, just formative assessment). With the introduction of a psuedo-rubric, I can now see how I might use one to inform both the students' learning and the formative assessment of that learning.

I'll give some more thought to if/when to give rubrics to students beforehand. I like the pseudo rubric idea and linking it back to Blooms. I find Joseph's tactic of having students prepare for 6 exam questions and then writing 2 (chosen by Joseph) brilliant. It encourages a lot of learning without generating a lot of marking!

Have a better understanding of how to design rubrics so that they enhance learning objectives by providing students with clear guidance/feedback about assessment criteria, i.e. so that a students know why a "good answer" is "good", and why a "bad answer" is "bad". The distinction between a narrow-focus "rubric" and a broad-focus "pseudo-rubric" was especially helpful.

very informative and useful session- I knew about the rubrics but did not felt cofident enough to develop one- the provided tools and information definitely helped to pass that hurdle

It hasn't because I have used rubrics extensively

I think the big thing for me was about linking rubrics to learning objectives and learning activities. Not only does there need to be alignment between these three things, but they can actually be the same thing....with the way that they are carried out being slightly differently articulated.

I wasn't aware of the "pseudo-rubric" that can be applied to assignments where higher level competencies are expected of the students. I really liked the modification of Bloom's taxonomy into the disciplinary language in the example that Joseph provided. I can really see how to build a rubric with a more flexible structure into my graduate level course now.

I have a lot of work to do to develop rubrics that mesh with my work for the previous two days of the workshop...ensuring everything is aligned.

They can be used as a feedback tool for the students rather than only as a guide for assessors.

Rubrics should be concentrated to objectives, and it is a good choice to let the students know them clearly.

It can be integrated with the bloom's Taxonomy and exams appling it can be more challenging with proper design of rubrics.

How to connect the course goals and bloom taxonmy with the structure of the rubrics

Yes，I regarded Rubrics just as a set of rules before the session.

Now I know how to formulate the Rubrics according to some certain rules.

I am able to look into assessment criteria, break theae down into students' level of achievement, while linking learning outcomes.

== Formative Assessment ==
{{:Sandbox:Course Design Intensive Formative Assessment}}

== Session Six: Friday Afternoon | Evaluation, Syllabus, Formative Assessment, Reflection, Close ==

http://www.harapnuik.org/educ652/syllabus/

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/?ET=facultyfocus:e48:318737a:&st=email

Jessica Earle-Meadows, Joseph Topornycky

== General Resources ==
[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18250&authkey=!AOPXKTqb5qxkuMk&ithint=file%2cpdf 101 Interactive Teaching Techniques] pdf

[https://www.youtube.com/watch?v=7k10Xwo1lkc Bloom's Taxonomy Overview] video

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18504&authkey=!ADW-Dm73KQ8WLzM&ithint=file%2cpdf Bloom's Taxonomy Action Verbs]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18522&authkey=!AOt6r5Dcb9Lu3x8&ithint=file%2cdocx CTLT Feedback Form]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18246&authkey=!AAr9ADZagIBFgic&ithint=file%2cpdf Designing Courses for Significant Learning] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18511&authkey=!AEW3UqMpQ3Ms9hM&ithint=file%2cpdf Integrated Course Design - Idea Paper 42] Dee Fink

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18245&authkey=!AMeyjrMa1ccXrrk&ithint=file%2cdoc Planning Your Course - Things to Consider]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18512&authkey=!AE6u171Or8GHSXM&ithint=file%2cpdf The Power of Course Design to Increase Student Engagement and Learning] Dee Fink

[http://www.teachingperspectives.com/tpi/ Teaching Perspectives Inventory]

[https://onedrive.live.com/redir?resid=113E5ED5E1A84E6A!18505&authkey=!AAGCwD9MNsFVAZw&ithint=file%2cdoc Tips for Writing Learning Objectives]

== Pictures ==
{{Course:CTLT Course Design Intensive December 2014/Notes}}