Course Design that Begins with the End in Mind: If You Can Dream It, You Can Design It! Part 2: Aligning the Learning to Course Objectives Donna Ziegenfuss, Ed.D. Associate Librarian, Assistant Head of Scholarship & Education Services J. Willard Marriot Library, University of Utah donna.ziegenfuss@utah.edu University of New Mexico | 2013 College of Nursing Faculty Development Series

At the end of this session you will be able to: Create an alignment grid that will help you align assessments, and learning/teaching activities to course objectives Create a communication plan to help you design communication and collaboration into your course and support online learners, and Use rubrics and checklists to help you evaluate online course University of New Mexico | 2013 College of Nursing Faculty Development Series

Ten Best Practices for Teaching Online (Boettcher, 2011) Be present at the course site Create a supportive online course community Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week Use a variety of large group, small group, and individual work experiences Use both synchronous and asynchronous activities University of New Mexico | 2013 College of Nursing Faculty Development Series

(Boettcher, 2011) continued Early in the term - about week 3, ask for informal feedback on "How is the course going?” Create a supportive online course community Prepare discussion posts that invite questions, discussions, reflections and responses Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers Combine core concept learning with customized and personalized learning Plan a good closing and wrap activity for the course University of New Mexico | 2013 College of Nursing Faculty Development Series

University of Utah Framework (based on Fink, 2003) (Pedagogical) (Technical) University of Utah Framework (based on Fink, 2003) http://qcf.utah.edu University of New Mexico | 2013 College of Nursing Faculty Development Series

4 Phases of Course Design The Design phase involves analyzing the course situational factors, design course objectives, and structure the course. Contains 2 Essential Elements: Course and lesson outcomes stated as measurable objectives A course organization structure that facilitates usability and student learning

4 Phases of Course Design In the Build phase, developers create learning activities and the associated media content. Contains 2 Essential Elements: Learning activities that engage students in a complete learning process Course content provided in appropriate media formats

4 Phases of Course Design In the Teach phase, instructors  support student learning through effective communication and facilitating an active learning community. Contains 1 Essential Element: A sense of learning community facilitated through specifically planned communication and student support

4 Phases of Course Design In the Revise phase, instructors analyze their course learning data and utilize instructional design services to improve learning outcomes. Contains 1 Essential Element: Assessment, feedback and evaluation strategies that measure student learning outcomes as well as overall course quality

So how does Backwards Design fit into all of this So how does Backwards Design fit into all of this? It is the process that can guide you through creating a course In an online environment, without a plan and a process to design and develop the plan you can just end up with a collection of information chunks

Activity: HO#1: The Alignment Grid Use the alignment grid to help you brainstorm ideas for course assessments and teaching/learning activities that will align to your course objectives Provides a visual map of your course Helps you identify redundancies and gaps Provides a good starting point for digging deeper into course design University of New Mexico | 2013 College of Nursing Faculty Development Series

Design Approach (Backwards Design) Creating Significant Learning Environments Fink, L. Dee (2003) Identify relevant situational factors and design course objectives/outcomes first Design activities, assignments & assessments to align to objectives Structure and sequence course Develop explicit plan or map for students to follow online Same for F2F and online Could be different or the same for F2F and online Different for F2F and online Situational Factors

Teacher-Centered Approach Student-Centered Approach Fink, L. D. (2003). Creating significant learning environments. Jossey-Bass

Strategies for Student-Centered Learning Teachers do: Less learning tasks (students need to do it themselves) Less telling; students do more discovering More course design work More modeling and sharing More to get students learning from and with each other Work to create conducive climates for learning More with student feedback Weimer’s 7 Principles

Strategies for Student-Centered Learning Learners do: More focusing on their learning & less on their grade More connecting of the content for themselves More discovering on their own More participating in class More learning from each other More self and peer assessment Provide more feedback to the instructor Weimer’s 7 Principles

Challenges for a Student-Centered Online Classroom Time constraints Student resistance More work for both students and instructor Can be more threatening & scary for both instructors and students May require more developmental approaches in the classroom for students lacking confidence

Student-Centered Teaching Maryellen Weimer (2002) 5 Key Principles for Changing Practice: The Function of Content Role of the Teacher Balance of Power Responsibility for Learning The Purpose and Processes for Evaluation Maryellen Weimer’s Teaching Professor Blog Faculty Focus Topics and Free Reports

The Function of Content Teacher-Centered: Student-Centered: About “transmitting” or covering information or content About “using” the content, not just about passively receiving it Controlled by teacher – instructor is the content expert Also about how to learn, and reflection on the process of learning Students construct their own knowledge

Shank, P. (2013). More on Designing and Teaching Online Courses with Adult Students in Mind, copyright © by Faculty Focus, a division of Magna Publications Online at: http://www.facultyfocus.com/articles/online-education/more-on-designing-and-teaching-online-courses-with-adult-students-in-mind/

The Role of the Instructor Teacher-Centered: Student-Centered: Teacher is the “Sage on the Stage” – center of attention Teacher is the “Guide on the Side” when online Only “expert” in the classroom Instructor is a resource for learning – not the only expert Focus is on grading students and judging students Model & mentor

Balance of Power Teacher-Centered: Student-Centered: A classroom hierarchy climate A community of learners – more collaborative No questioning, flexibility Students have more con-trol over their own learn-ing and do more to either help/hinder their learning Teacher makes all decisions Higher expectation for the students & can be harder for the students

Responsibility for Learning Teacher-Centered: Students partner with instructor in the learning process (work together to improve learning) Teacher provides content; student responsible to learn it Students take some responsibility for their own learning process Laying blame - students say it is the teacher’s fault they did not learn; Teacher says they taught the material but students didn’t learn it Self-assessing Learning other skills – beyond facts Student-Centered:

The Purpose & Process of Evaluation Teacher-Centered: Students learn to assess their own learning and learning process Summative assessment only (autopsy model won’t work online) Self, peer, and expert perspectives (multiple methods of assessment) Instructor judges Instructor “gives out grades” Students “earn grades” Assessment integrated with the learning process Evaluation is separate from the learning Student-Centered:

Variety of assessment works best online Will not work online Variety of assessment works best online

Structuring and Sequencing Think about your course objectives: Are they focused on concepts/content? Are they process oriented? Is there a sequence? University of New Mexico | 2013 College of Nursing Faculty Development Series

Sequencing Structuring Tips Think of your course in chunks Get students ready or prepared for later work (practice, scaffolding, modeling) Give them opportunities to practice—with prompt feedback—doing whatever it is you want them to learn to do Assess the quality of their performance Allow them to reflect on their learning

Activity: HO#2: Designing Active Learning Activities In an online environment, it is more important to design “engaging” and “applied” assignments/assessments A complete learning unit has four components: Statement of student learning outcomes Presentation/demonstration of new information or processes Practice opportunities with feedback and coaching Assessment of student learning related to the outcomes University of New Mexico | 2013 College of Nursing Faculty Development Series

Activity: HO#2: Designing Active Learning Activities (cont.) Goal Big dream for the course Objective For the course (what students will know at the end of the course) Outcome Focused on specific the student learning competencies University of New Mexico | 2013 College of Nursing Faculty Development Series

Activity: HO#3: 5 Strategies for Developing a Communication Plan Lay out the rules for online teaching and learning so that students will know what to expect Clearly define the preferred communication methods Support each other and learn in a social environment Provide opportunities for community building and regular interact with other students/instructors, materials Make it clear to students where to turn for technical support University of New Mexico | 2013 College of Nursing Faculty Development Series

Activity: HO#4: Evaluating an Online Course Does your course design embed the 6 Essential Elements of the Quality Course Framework? How does your alignment grid, communication and individual active learning lessons score on the rubrics? Does your course align to other online course checklists and rubrics? Quality Matters, Chico Rubric, Sloan Pillars University of New Mexico | 2013 College of Nursing Faculty Development Series

References Fink Materials Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey- Bass Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Online at:http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf Dee Fink’s Website | Book IDEA Paper - Synopsis of Fink model Free chapter 1 of his book Fink’s 5 principles of good course design Nursing course on Fink’s Design Learning website Designing Better Learning Website Other Backwards Design Models W. K. Kellogg Foundation(2004). Logic Model Development Guide. Battle Creek, MI: Available online at: http://www.wkkf.org/~/media/36693510092544928C454B5778180D75/LogicModel.pdf Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, Virginia: ASCD.

References Other Valuable Course Design/Teachng Websites University of Utah Quality Online Course Framework blog Angelo, T.& Cross, P. (1993) Classroom assessment techniques: A handbook for college teachers, 2nd ed. San Francisco: Wiley & Sons. (50 CATs) Barr, R. B. and J. Tagg (1995, Nov/Dec). From teaching to learning - A new paradigm for undergraduate education. Change, 13-25. (article) Huba, M.E. & Freed, J.E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn and Bacon Publishers Huber, M., & Hutchings, P. (2004). Integrative learning: Mapping the terrain. Washington, DC: The Association of American Colleges and Universities. Retrieved March 29, 2007 from http://www.carnegiefoundation.org/sites/default/files/publications/elibrary_pdf_636.pdf Weimer, M. (2002). Learner-centered teaching: Five key changes to practice, San Francisco: Jossy-Bass (book summary) Weimer, M. Teaching Professor Blog and Faculty Focus Topics and Free Reports (sign up for free and get access to free reports and short articles Shank, P. Designing and Teaching Online Courses for Adult Learners