Integrated Course Design: DAY 1 Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design PhaseIntermediate Design Phase Final Design Phase 1.Situational factors 2.Learning goals 3.Feedback and assessment procedures 4.Teaching/learning activities 5.Ensure integration 6.Structure for course 7.Instructional strategy 8.Overall schema of learning activities 9.Grading system 10.Possible problems 11.Syllabus 12.Course and teaching evaluation plan Fink (2004)

Integrated Course Design: DAY 2/3 Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design PhaseIntermediate Design Phase Final Design Phase 1.Situational factors 2.Learning goals 3.Feedback and assessment procedures 4.Teaching/learning activities 5.Ensure integration 6.Structure for course 7.Instructional strategy 8.Overall schema of learning activities 9.Grading system 10.Possible problems 11.Syllabus 12.Course and teaching evaluation plan Fink (2004)

Integrated Course Design: DAY 2/3 Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design PhaseIntermediate Design Phase Final Design Phase 1.Situational factors 2.Learning goals 3.Feedback and assessment procedures 4.Teaching/learning activities 5.Ensure integration 6.Structure for course 7.Instructional strategy 8.Overall schema of learning activities 9.Grading system 10.Possible problems 11.Syllabus 12.Course and teaching evaluation plan Fink (2004)

Morning: DAY 1: Situational Factors Fink (2004)  What are situational factors?  Why consider situational factors in your course design?  What are your situational factors?  Course Design Learning Objectives  Situational Factor Learning Objectives

Course Design Intensive: Learning Objectives Upon completion of the Course Design Intensive you will be able to: Design for your learners by identifying their situational factors and course context Develop course goals (themes) and learning objectives Apply lesson planning methods that allow you to select appropriate learning activities Implement teaching strategies Create a learning evaluation plan for your course, including formative and summative assessment Share course design knowledge with your department or faculty

Situational Factors: Learning Objectives To design for learners rather than for “types” (demographics) of people To design a learning process that integrates situational factors (context) into it To identify different kinds of situational factors worth considering when designing a course

What is Learner-Centred Design... And how does it relate to Situational Factors?  Designing for “types of people” (demographics) – which might mean no learning or negative learning takes place if your assumptions of your learners are wrong  Designing for learners in ways that are open to different prior learning and contexts that they may be coming from.

Kolb’s Learning Cycle  Concrete Experience  Reflect: How does this example go through Kolb’s Learning Cycle?  Abstract Conceptualization: How does the learning form principles? (e.g., for Math, for eating fruit, etc.?)  Active Experimentation: Create your own learning experience for your students (ideally related to the subject matter of your course)

Concrete Experience  Creating the Learning Experience

Reflection  How does the learning experience that you designed for your students require their input?  How does the ways in which you gather input from students increase their engagement and co- responsibility for the learning process?  What aspects of their context or situational factors could be engaged by the learning experience?

Abstract Conceptualization  We just went through Kolb’s Learning Cycles together... To show how a learner can be engaged to learn in ways that are open to their identity, prior learning, or context.  Do you think that Kolb’s Learning cycle does do this? Why/Why not?

Your Situational Factors  What prior understanding did you bring into the Kolb cycle when you were trying to understand it, and then trying to design for it?  Experiences?  Values?  Beliefs?  What about being at UBC or your University (institutional context) did you bring into this?

The Situational Factors of your course  (Draw from your pre-work with Planning your course: things to consider)