UBC Wiki - User contributions [en]

Documentation:Begin your Journey in Course Design

2024-04-04T18:29:42Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T19:48:15Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [[/www.cmu.edu/teaching/assessment/basics/alignment.html|Align Assessments,]] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T19:41:27Z

SusanHampton: /* Resources */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [[/www.cmu.edu/teaching/assessment/basics/alignment.html|Align Assessments,]] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T19:39:51Z

SusanHampton: /* Assessment */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [[/www.cmu.edu/teaching/assessment/basics/alignment.html|Align Assessments,]] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T00:42:24Z

SusanHampton: /* Syllabus Design */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [[/www.cmu.edu/teaching/assessment/basics/alignment.html|Align Assessments,]] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T00:38:06Z

SusanHampton: /* Instructional Strategies */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [[/www.cmu.edu/teaching/assessment/basics/alignment.html|Align Assessments,]] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T00:37:15Z

SusanHampton: /* Day 2: Wednesday, April 17, 2024 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [[/www.cmu.edu/teaching/assessment/basics/alignment.html|Align Assessments,]] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T00:31:55Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [[/www.cmu.edu/teaching/assessment/basics/alignment.html|Align Assessments,]] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T00:25:34Z

SusanHampton: /* Learning Outcomes */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T00:21:59Z

SusanHampton: /* Syllabus Design */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-03T00:16:47Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-02T22:12:06Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Monday, April 15, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, April 17, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (TBA)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2024-04-02T21:49:20Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Wednesday, August 2, 2023 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/File:JICD_Day_1_Slides.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Friday, August 4, 2023 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/File:JICD_Day_2_Slides.pdf Slides for Day 2]
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.
* Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2024-04-02T21:12:53Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Wednesday, August 2, 2023 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/File:JICD_Day_1_Slides.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Friday, August 4, 2023 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/File:JICD_Day_2_Slides.pdf Slides for Day 2]
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.
* Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2024-04-02T21:09:45Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Wednesday, August 2, 2023 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/File:JICD_Day_1_Slides.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Friday, August 4, 2023 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/File:JICD_Day_2_Slides.pdf Slides for Day 2]
'''Optional Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.
* Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-07-13T21:36:46Z

SusanHampton: /* Day 2: Wednesday, July 13, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/images/d/d0/JICD_Day_2_slides_July2022.pdf Slides for Day 2]
'''Optional Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.

* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-07-13T16:52:17Z

SusanHampton: /* Day 2: Wednesday, July 13, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/images/d/d0/JICD_Day_2_slides_July2022.pdf Slides for Day 2]
'''Optional Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.

* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-07-13T16:50:43Z

SusanHampton: /* Day 2: Wednesday, July 13, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/images/d/d0/JICD_Day_2_slides_July2022.pdf Slides for Day 2]
'''Optional Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.

* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink's self-directed course design module] (includes intermediate phase on page 26)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-07-13T16:38:19Z

SusanHampton: /* Day 2: Wednesday, July 13, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/images/d/d0/JICD_Day_2_slides_July2022.pdf Slides for Day 2]
'''Optional Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.

* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-07-13T02:41:54Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* [https://wiki.ubc.ca/images/d/d0/JICD_Day_2_slides_July2022.pdf Slides for Day 2]
'''Optional Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.

* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

File:JICD Day 2 slides July2022.pdf

2022-07-13T02:40:58Z

SusanHampton: Uploaded own work with UploadWizard

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[[Category:Course Design]]

Documentation:Begin your Journey in Course Design

2022-07-12T23:16:11Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2
'''Optional Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies.

* CTLT's [https://lthub.ubc.ca/ Learning Technology Hub]: get support with technology and your Canvas site.
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994)

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-07-11T00:57:58Z

SusanHampton: /* Day 1: Monday, July 11, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-07-11T00:46:41Z

SusanHampton: /* Day 1: Monday, July 11, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1DT7sUZbABL3ZPYocz71kioJdAiYK0LpSAatdSuJaPBs/edit?usp=sharing Spreadsheet to draft Learning Outcomes]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-06-29T21:10:19Z

SusanHampton: /* Day 1: Monday, July 11, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a1/JICD_Day_1_slides_%28July2022%29.pdf Slides for Day 1]
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-06-29T21:09:24Z

SusanHampton: /* Day 1: Monday, July 11, 2022 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/File:JICD_Day_1_slides_(July2022).pdf Slides for Day 1]
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

File:JICD Day 1 slides (July2022).pdf

2022-06-29T21:08:21Z

SusanHampton: Uploaded own work with UploadWizard

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[[Category:Course Design]]

Documentation:Begin your Journey in Course Design

2022-06-23T20:27:05Z

SusanHampton: /* Prep Work Activities */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

=== Day 1: Monday, July 11, 2022 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (TBA)
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 13, 2022 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Course Design Intensive/Facilitators Guidebook/Empathy Mapping

2022-06-06T16:21:54Z

SusanHampton: /* Empathy in Course Design */

==Empathy in Course Design==
In their book, ''Understanding by Design'', authors Wiggins and McTighe describe empathy as "the deliberate act of trying to find what is plausible, sensible, or meaningful in the ideas and actions of others..."(p.98-99). Empathy requires us to be attentive to the experiences of others and (in a sense) walk alongside them as we work to understand what may (at times) seem puzzling to us - because of the distance between our experiences and those of our students.

To further an understanding of the practical development of empathy in a design context, Kouprie and Sleeswijk Visser (2009)<ref>Merlijn Kouprie & Froukje Sleeswijk Visser (2009) A framework for empathy in design: stepping into and out of the user's life, Journal of Engineering Design, 20:5, 437-448, DOI: 10.1080/09544820902875033 To link to this article: https://doi.org/10.1080/09544820902875033</ref> have proposed 3 key elements - the connection to designing for learning was added.
# '''Motivation''': if we are curious about our learners, we are more likely to see why empathy is important in the design process and take steps to incorporate a practice that draws on it.
# '''Process awareness''': both affective resonance and cognitive reasoning can enhance empathy. This requires us to work to understand the feelings and emotions that learners bring to the classroom and the meanings associated with those emotions.
# '''Structured investment of time''': empathy can be enhanced when you apply strategies to gain or deepen your insight about your learners. This can happen through design activities like empathy mapping or in practice by engaging with students in conversation - in class, over coffee, in an online discussion or a walk across campus.

When we are designing courses (or any learning experience) we are designing for our learners. Our intention is to support a change, a deepening of understanding, the development of skills and competencies and the emergence of new perspectives or ways of thinking about a discipline and its recurring themes and issues. This requires us to develop and deepen our own insights about our learners, their experiences, challenges and perspectives. Empathy helps us to develop and sharpen those insights over time and is foundational to any human centered design endeavor. The design learning experiences would certainly fall in that category.

'''Optional''': This video offers another perspective on why empathy is an important lens on designing anything.
{{#widget:YouTube|id=ThImiJf99dE}}

==Empathy Mapping==

===Instructions===

This process may make you feel uncomfortable. Why?
* it is drawing on your imagination - but grounded in your experience.
* you may feel like your single empathy map cannot possibly represent all students.
* it may reveal your own biases - by what you choose to add to your map.
It may help to remember that this is an exercise designed to help you '''think deeply''' about aspects of student life beyond what happens in your course in order for you to '''generate insights''' - about your students, yourself and your classroom environment. <div style="border:5px #ccffcc 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: #e6ffe6;
-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;
">
===Build your empathy map===
'''Time requirement:''' Give yourself a full 30 minutes to complete your map. This map, and the student persona you develop, will become a touchstone for you during the design process, over the 3 days of the CDI and beyond. Since this requires deep thinking and imagination - try to be in a place that supports that for you.

'''Resources:'''
* Empathy map '''for working''' [https://wiki.ubc.ca/images/a/a9/Empathy_map_sample%282%29.pdf blank sample] (pdf). * Create a '''hardcopy''' that you can show on Day 1 of the workshop. Either print a copy of the blank sample to work from or recreate the map easily on a blank piece of regular or oversized paper. [We recommend working with pen and paper for this activity, rather than digital, as it supports the brainstorming process to be able to easily add ideas to your paper.]
* Empathy map '''for reference'''- [https://wiki.ubc.ca/images/e/ef/Empathy_Mapping_Example%282%29.pdf filled example]. (pdf)

'''Steps in the process:'''

Develop a student persona to work with (based on what you know about your learners in the course you are re/designing) and use that as a basis for developing your empathy map. You can think about a specific student or develop your persona as a composite of students that you might expect to take your course (ie. first year, graduate level, etc.).
* '''Step 1''' - spend time thinking - give your student persona (or composite) a name, situation (their history/story), intentions (motivations for study). Write a few sentences in the middle of your map describing your student persona so that you can really visualize your student as you are completing the map.
* '''Step 2''' - fill in the empathy map in as much detail as possible (hint: detail is where the insights lay). Keep in mind that there are no "right" answers--this exercise is meant to help you brainstorm possibilities about your learners. Here are some suggested questions to ask yourself as you fill out your map:
::* ''Actions'': what do you imagine that your students do (in class and out)? This can include their lives outside of class.
::* ''Thoughts/Feelings'': building from the actions, what thoughts and feelings do you imagine they have or experience on a regular basis? This can include thoughts about themselves, their classes, their decisions, etc.
::* ''Influences'': What do you perceive to be the influences on their thoughts, feelings and actions? This might be their beliefs and values about themselves, the world and their purpose. It may also include the influence of people who are important in their lives.
::* ''Goals'': From what you've surfaced so far, what do you imagine the students goals might be for their studies, their lives and their future?
::* ''Pain Points'': What disappointments may have influenced your student's thinking or behavior?
* '''Step 3''' - Review your entire map and consider where you may need to take a deeper dive in your imagination to surface important details which may lead to deeper insight. Really conceptualize your student persona as an individual. Add to your map.
*** What insights emerge as you review your empathy map?
*** What are the problems/ needs that your learner needs to address?
*** Try to complete the sentence at the end of your map - this is called a point of view or POV statement which can help in the design process later on.
::'''Be sure to you have a hardcopy of your completed map available during our online morning meeting in Day 1 of the CDI!''' You will discuss insights about your learners in small groups.
</div>

==References==

[[Category: Design Thinking]]

[[Category: Learning Design]]

[[Category:CDI]]

Documentation:Begin your Journey in Course Design

2022-02-16T04:25:46Z

SusanHampton: /* Day 2: Wednesday, February 16 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/5/5d/JICD_Day_1_slides.pdf Slides for Day 1]
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/6/60/JICD_Day_2_slides.pdf Slides for Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

File:JICD Day 2 slides.pdf

2022-02-16T04:24:37Z

SusanHampton: Uploaded own work with UploadWizard

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[[Category:Course Design]]

Documentation:Begin your Journey in Course Design

2022-02-08T23:08:09Z

SusanHampton: /* Day 1: Wednesday, February 9 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/5/5d/JICD_Day_1_slides.pdf Slides for Day 1]
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* Slides for Day 2 (coming soon!)
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-02-08T22:25:25Z

SusanHampton: /* Assessment */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/5/5d/JICD_Day_1_slides.pdf Slides for Day 1]
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* Slides for Day 2 (coming soon!)
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-02-08T21:01:36Z

SusanHampton: /* Day 1: Wednesday, February 9 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/5/5d/JICD_Day_1_slides.pdf Slides for Day 1]
* [https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* Slides for Day 2 (coming soon!)
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-02-07T20:10:07Z

SusanHampton: /* Day 1: Wednesday, February 9 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/5/5d/JICD_Day_1_slides.pdf Slides for Day 1]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* Slides for Day 2 (coming soon!)
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-02-07T20:07:38Z

SusanHampton: /* Day 1: Wednesday, February 9 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [[:File:JICD Day 1 slides.pdf|Slides for Day 1]]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* Slides for Day 2 (coming soon!)
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

File:JICD Day 1 slides.pdf

2022-02-07T20:06:35Z

SusanHampton: Uploaded own work with UploadWizard

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|date=2022-02-07
|source={{own}}
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[[Category:Course Design]]

Documentation:Begin your Journey in Course Design

2022-01-25T23:53:03Z

SusanHampton: /* Day 1: Wednesday, February 9 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* Slides for Day 2 (coming soon!)
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-01-25T23:52:35Z

SusanHampton: /* Day 1: Wednesday, February 9 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning.
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* Slides for Day 2 (coming soon!)
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-01-20T17:31:24Z

SusanHampton: /* Pre-Work Activities */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[:File:Course Planning Template JICD.docx|project planning template]][[File:Course_Planning_Template_JICD.docx|thumb|Planning template used in the Journey into Course Design workshop.]]Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-01-20T17:28:25Z

SusanHampton: /* Pre-Work Activities */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Pre-Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template: [[:File:Course Planning Template JICD.docx|project planning template]][[File:Course_Planning_Template_JICD.docx|thumb|Planning template used in the Journey into Course Design workshop.]]Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-01-07T18:48:49Z

SusanHampton: /* Pre-Work Activities */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Pre-Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you approximately one hour.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template.[[File:Course_Planning_Template_JICD.docx|thumb|Planning template used in the Journey into Course Design workshop.]]Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-01-07T18:46:29Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Pre-Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between 1-2 hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template.[[File:Course_Planning_Template_JICD.docx|thumb|Planning template used in the Journey into Course Design workshop.]]Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

File:Course Planning Template JICD.docx

2022-01-07T18:45:01Z

SusanHampton: Uploaded own work with UploadWizard

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|date=2022-01-07
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|author=[[User:SusanHampton|SusanHampton]]
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[[Category:Course Design]]

Documentation:Begin your Journey in Course Design

2022-01-07T18:20:51Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Pre-Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between 1-2 hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-01-07T18:13:08Z

SusanHampton:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Pre-Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between 1-2 hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
# What are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project and about your goals for the course/project.

** Consider the '''situational factors''' of the course/project:
*** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
*** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
*** What else do you know about the course/workshop/module that is important to consider?
** Consider your learning goals for the course or project:'
*** What are your goals as an instructor or facilitator?
*** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
*** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?

'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2022-01-07T17:52:10Z

SusanHampton: /* Day 1: Wednesday, February 9 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques

=== '''Pre-Work Activities ''' ===
Be sure to complete the following 5 activites in advance of the workshop. We estimate this set of activites to take you between 1-2 hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
#'''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
#'''DOWNLOAD:''' Download the course (or project) planning template. Be sure to bring the planning template with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts immediately to your course or project. Below are some prompts we'd like you to reflect on about your course or project. Jot down your responses on the planning template.
Situational Factors
* What are you designing--is it a course, workshop, module, etc.. Write down some of the details about the project and about your goals for the project.
* Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
* How does this [course/workshop/module] fit into the broader picture? Is it part of a larger program, does it have pre-requisites? Has it been offered in the past, and if so, in what forms (face-to-face, online, blended)? In what ways is your field or discipline changing, and how might this be important (ie. are there new movements on the horizon that should be reflected in the project)?
* What else do you know about the course/workshop/module that is important to consider? Are there some known factors or constraints of your course/workshop/module? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space)''

Imagine: You run into one of your learners five-years from now. They say the one thing they learned from you that has really stuck with them is X. What do you hope the X is?'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, February 9 ===
In this first workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and revise your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, February 16 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

Documentation:Begin your Journey in Course Design

2021-07-20T00:46:27Z

SusanHampton: /* Day 2: Wednesday, July 21 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, and exploring assessment options and instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques

=== '''Pre-Work Activities ''' ===
# '''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
# '''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
# '''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
# '''REFLECT & WRITE:''' You may already have a course or co-curricular project in mind but if not, decide on a course or project to "simulate" for the workshop. Below are some questions for you to consider. Write down your responses, and if you're not sure, take some time to reflect on the question. Write down your responses, and bring them to Day 1 of the workshop:
#* What are you designing--is it a course, workshop, module, etc.. Write down some of the details about the project and about your goals for the project.
#* Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#* How does this [course/workshop/module] fit into the broader picture? Is it part of a larger program, does it have pre-requisites? Has it been offered in the past, and if so, in what forms (face-to-face, online, blended)? In what ways is your field or discipline changing, and how might this be important (ie. are there new movements on the horizon that should be reflected in the project)?
#* What else do you know about the course/workshop/module that is important to consider? Are there some known factors or constraints of your course/workshop/module? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space)''
'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, July 14 ===
In this first workshop, we introduce the learner-centred approach to course design, explore situational factors related to your project and craft learning outcomes. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 21 ===
On Day 2 of the workshop, we'll continue exploring the last two stages of design: assessment and instructional strategies. You will work on aligning your course/project plans.

Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/a/a4/2021_July_Day_2_Journey_into_Course_Design.pdf Slides from Day 2]
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]

File:2021 July Day 2 Journey into Course Design.pdf

2021-07-20T00:45:11Z

SusanHampton: Uploaded own work with UploadWizard

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=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Course design]]

Documentation:Begin your Journey in Course Design

2021-07-13T23:35:22Z

SusanHampton: /* Day 1: Wednesday, July 14 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, and exploring assessment options and instructional strategies to support learners. This workshop is for instructors and TAs who are designing courses or modules, and staff in co-curricular roles who design workshops and non-credit courses. No matter the scale, learn how to design effective learning environments for your audience.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques

=== '''Pre-Work Activities ''' ===
# '''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
# '''READ''': Please read this very brief article on Learner-Centred Teaching:
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#** You have access to this article via UBC Library (so will need to log-in with your CWL)
# '''REVIEW''': Review these two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]
# '''REFLECT & WRITE:''' You may already have a course or co-curricular project in mind but if not, decide on a course or project to "simulate" for the workshop. Below are some questions for you to consider. Write down your responses, and if you're not sure, take some time to reflect on the question. Write down your responses, and bring them to Day 1 of the workshop:
#* What are you designing--is it a course, workshop, module, etc.. Write down some of the details about the project and about your goals for the project.
#* Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#* How does this [course/workshop/module] fit into the broader picture? Is it part of a larger program, does it have pre-requisites? Has it been offered in the past, and if so, in what forms (face-to-face, online, blended)? In what ways is your field or discipline changing, and how might this be important (ie. are there new movements on the horizon that should be reflected in the project)?
#* What else do you know about the course/workshop/module that is important to consider? Are there some known factors or constraints of your course/workshop/module? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space)''
'''Please update zoom before we meet. To update your Zoom:'''

Using the Program on your computer (from your profile):

* Click on the icon in the top right on the home screen.
* Select Check for Updates.
* Zoom will then automatically check for available updates and download the latest version, if one is available.
* Once the download is complete, click Update Now.

=== Day 1: Wednesday, July 14 ===
In this first workshop, we introduce the learner-centred approach to course design, explore situational factors related to your project and craft learning outcomes. Here are the resources we will use on Day 1:
* [https://wiki.ubc.ca/images/b/b5/2021_July_Day_1_Journey_into_Course_Design.pdf Slides from Day 1]
* [https://wiki.ubc.ca/images/0/06/Stages_of_Course_Design_template_Feb2021.docx Course Design Template]
* Bloom's Taxonomy Action Verbs
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)

'''Homework before Day 2:'''
* Continue refining your learning outcomes
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence?
* Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Revise as necessary.

=== Day 2: Wednesday, July 21 ===
On Day 2 of the workshop, we'll continue exploring the last two stages of design: assessment and instructional strategies. You will work on aligning your course/project plans.
[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] (Faculty Focus Blog Post) - (This article is accessed via UBC library, so you will need to use your CWL to log in)
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Checklist for writing outcomes. '''See pages 1-4''' of University of Waterloo’s [https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/course_design_fundaments_handout_august_2014_cte_workshop_resources.pdf Course Design Fundamentals worksheet].
*Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [http://www.facultyfocus.com/articles/educational-assessment/provide-feedforward-with-exemplars/ Provide Feedforward with Exemplars]411: method on gearing feedback towards future performance - Maryellen Weimer
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* P[https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment eer assessment?]: Cornell University Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Evaluation: Kirkpatrick's 4-Level Evaluation ====
* [http://www.4cleanair.org/Kirkpatrick.pdf A quick introduction in 3 pages]
* [http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf Kirkpartrick's 4-level in details]: with some examples (unfortunately, poorly scanned)
* [https://www.kirkpatrickpartners.com/Portals/0/Storage/The%20new%20world%20level%201%20reaction%20sheets.pdf Kirkpartrick's Level 1 in details]

==== Instructional Strategies====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy titled "Content and Distribution of Course Syllabi"]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].[[File:How to Make your Syllabus more Learner-centered.pdf|thumb|Leaner-Centered-Syllabus_Draft]]
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* Iterating and Alignment: Revisiting Your Syllabus (Roselynn Verwood, CTLT - on leave); [https://youtu.be/NxJBl1PtNZQ 7-minute video on aligning outcomes, assessment and teaching and learning activities].
*
* An example: [http://callingbullshit.org/ http://callingbullshit.org/]