Course Design that Begins with the End in Mind: If You Can Dream It, You Can Design It! Part 1: Introduction to Backwards Course Design 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: Define what is meant by a “backwards design” approach to planning Develop an overarching dream, as well as, goals/objectives for an online or hybrid course Articulate the context of your course by using a situation factor analysis, and Delineate a course structure or sequence University of New Mexico | 2013 College of Nursing Faculty Development Series

Getting Started: Brainstorming What makes a good course, or good teaching, and/or a memorable learning experience? Reflect on your experiences. Write down a short statement about a good learning/teaching experience you have had. What made it a memorable experience for you? One idea per sticky, as many experiences as you can remember in 3 minutes University of New Mexico | 2013 College of Nursing Faculty Development Series

Article on teaching/learning transaction research

The 7 Principles of Good Practice in Undergraduate Education (Chickering & Gamson, 1987) Encourages contact between students and faculty Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations, and Respects diverse talents and ways of learning. Implementing the 7 principles: Technology as a Lever (Chickering & Ehrmann, 1996), 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

5 Principles of a Quality Course (Fink, 2003) Challenges students to higher level learning Uses active forms of learning Gives frequent and immediate feedback to students on the quality of their learning Uses a structured sequence of different learning activities Has a fair system for assessing and grading students 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 Why is Course Design so Important? Fink states: Instructors have 4 responsibilities: Content Expert – Sharing of Expertise Communicator – Facilitator of discussion (student/student, student/teacher) Classroom Manager – setting classroom expectations Designer of the Learning Environments If we don’t try to design engaging and memorable learning experiences for studentsthis is what higher education could look like in the future

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

What is Backwards Design? It is going to the end of the course first and defining your goals/objectives/outcomes, or what you want students or participants to take away from your course, AND then going backwards to design assessments and activities to achieve those goals “If you don’t know where you are going, you might wind up someplace else” Yogi Berra University of New Mexico | 2013 College of Nursing Faculty Development Series

What is Backwards Design? A Process For: Defining measurable objectives Aligning assessment first, then activities with objectives/outcomes Involves sequencing and structuring your plan so your objectives are achieved Adaptable to any format or purpose Online, face-to-face, or for a hybrid format For planning individual events, initiatives, whole programs or services University of New Mexico | 2013 College of Nursing Faculty Development Series

Flexible in scope (from large to small and in different contexts): K-12 Curriculum  Unit  Lesson Higher Education Program  Course (syllabus)  Class Corporate & Industry Performance Standards  Workshops  Modules University of New Mexico | 2013 College of Nursing Faculty Development Series

Models for Backwards Design L. Dee Fink Model (2003) Creating Significant Learning Experiences Wiggins & McTighe (1998) Understanding by Design Logic Model Planning (1998) Integrates planning “+” evaluation Used for grant planning (ex. W.K. Kellogg Foundation Logic Model, NSF) University of New Mexico | 2013 College of Nursing Faculty Development Series

Activity: HO#1: The Dream Exercise Finish the statement: "A year (or more) after this instruction, event, program, or service is over; I want and hope that my students or participants will be able to …” What knowledge, skills, dispositions, attitudes etc. will they have? University of New Mexico | 2013 College of Nursing Faculty Development Series

Taxonomy of Learning Fink, 2003

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

The Dream Exercise Fink, 2003: pp. 25 and 9

Activity: HO#2: Reflecting on Situational Factors Think about your particular course What are the specific factors related to your course context that will influence your course design? Are some factors more important than others for your course? What nursing accreditation competencies do you need to include? University of New Mexico | 2013 College of Nursing Faculty Development Series

Activity: HO#3: Writing Course Objectives That Align Back to your Dream Course Objectives Should: Be measurable Start with an "action verb” Be a single sentence statement. Focus on what the STUDENT WILL DO, not what the instructor does Focus on different levels of learning University of New Mexico | 2013 College of Nursing Faculty Development Series

Fink, 2003

Structuring and Sequencing Think about your 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 Tips Get students ready or prepared for later work 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

References 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. Available online at:http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf 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. Dee Fink’s Website | Book IDEA Paper - Synopsis of Fink model Free chapter 1 of his book Free Fink self-guided manual Designing Better Learning Website Fink’s 5 principles of good course design University of Utah Quality Online Course Framework MOOC