Instructional Design & Evidence-Based Methods Eric Kyle (ekyle@csm.edu) Ganesh Naik (gnaik@csm.edu) Spring 2015 College of Saint Mary Omaha, NE Instructional Design & Evidence-Based Methods

Our Goals For This Module A broadening experience To learn about the basic stages that we go through when creating our courses To reflect on some of the different elements that are important to consider when developing a class To understand some of the different methods by which we can design these elements To consider how we might begin to incorporate evidence- based methods into our course design processes

Introducing “ADDIE” A – Analysis D – Design D – Development I – Implementation E - Evaluation http://www.nwlink.com/~donclark/hrd/sat6.html

Some Elements to Consider…

Different Methods To Guide Us (7 minutes)

A Case Example: Ganesh’s “Data Driven” Chemistry Class Starts with basic course content Then, by engaging with students, reflect on what students are interested in, what they are understanding, etc. Next class then builds on these emerging directions and links in real-world examples from news stories, documentaries, etc. Class continues as a dialogue between course content and student engagement

Broader Factors That Can Influence Us

Evidence-Based teaching There are at least 3 ways to engage in evidence-based course design and development: Before: Turning to Educational Research & Practice Journals During: Formative Assessments & Data Gathering in Class After: Summative, After the Class Has Ended, Reflections & Evaluations

Evidence-Based teaching - Before When Turning to Educational Research & Practice Journals, Look for… Classes similar to your own (i.e., discipline-specific) Student demographics that match Strategies that had a “significant” impact Knowing a Philosophy of Science

Evidence-Based teaching - During Formative Assessments & Data Gathering in Class, Examples Might Include: Student introductions and background – particularly in relation to course content Pre- and Post-Assessments to gauge where they are, how they are progressing, and the impact that the class is having End of class/unit exit surveys Takes a Willingness to be Flexible and to Adapt the Class in Real-time (harder for online classes?)

Evidence-Based teaching - After Summative, After the Class Has Ended, Reflections & Evaluations What worked well and what didn’t? How did students do in relation to the objectives? Which part(s) of the course need to be changed? What are students saying about the course? What additional resources/help might you need to rethink part(s) of the class? Course design is a journey, not a destination…

Evidence-Based teaching – Experiment! Consider Approaching Your Own Classes as an “Experiment” Try different methods and strategies out Compare and contrast the effects of different activities with one another for similar units Use pre- and post-assessments to help you better gauge the impact of these View your class as an opportunity for SoTL Projects Of Course, Adhere to IRB and Ethical Standards When Doing This and Ask for Help & Guidance Overall, the goal is to better understand what makes for higher quality courses for our students

Wrapping Up Developing courses is a complex, iterative set of processes It takes ongoing time, support, intentionality, etc. Where do you feel like you need more help for your own course design and delivery? What practices, strategies, resources, etc. are helping you with all of this?