1. A community of learners improving our world
Integrating Dr. Fink’s “Designing Courses for Significant Learning” into Creating Online QM Courses Robin O'Callaghan Senior Instructional Designer, QM Peer Reviewer & QM F2F Facilitator Dr. Ken Graetz WSU TLT Director
A community of learners improving our world

2. Workshop Learning Objectives
Workshop Learning Objectives
Summarize the importance of taxonomy integration into their online course
Identify reasons why using different taxonomies with QM standards can be effective with course design
Compare and contrast Fink’s Instructional Design Model and QM
Identify instructional design tools that align with QM
Discuss the importance of using taxonomies with QM

3. Designing Courses for Significant Learning Dr. Fink
Initial Design Phase
Situational Factors
Learning Objectives
Feedback and Assessment
Teaching and Learning Activities
Integration
Intermediate Phase
Course Structure
Instructional Strategies
Learning Activities
Final Design Phase
Grading System
Possible Problems
Syllabus
Evaluation
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

4. Designing Courses for Significant Learning
Dr. Fink
Initial Design Phase
Situational Factors
Learning Objectives
Feedback and Assessment
Teaching and Learning Activities
Integration
Intermediate Phase
Course Structure
Instructional Strategies
Learning Activities
Final Design Phase
Grading System
Possible Problems
Syllabus
Evaluation
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

5. Fink-Step 2: Learning Objectives
Fink-Step 2: Learning Objectives
Fink Taxonomy chart to draft learning objectives that are appropriate for the course level and module level.
What do you want the students to learn or retain 2-3 years from now?
How do you want your students to stand out from others taking a similar course?
More emphasis on critical thinking skills, application of knowledge and solving world problems.
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

6. Bloom’s Taxonomy

7. Fink’s Taxonomy
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

8. Fink Bloom

9. QM Standard 2 Learning Objectives
QM Standard 2 Learning Objectives
2.1 The course learning objectives describe outcomes that are measurable. 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.
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10.
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11. Backward Course Design
Learning Objectives
Identify desired results
Assessment
Determine evidence
Learning Activities
Plan learning experiences & activities

12. Fink-Step 3: Feedback & Assessment Procedure
What will students be able to demonstrate based on your learning objectives? Projects, papers, quizzes, discussions.
Working backwards (starting with assessment) can help you align Learning Objectives with Assessments.
Feedback should be immediate frequent and make sure it’s clear as to the different between acceptable and unacceptable work.
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

13. Fink-Step 3: Feedback & Assessment Procedure
Educative Assessments-Set of feedback and assessment.
Forward Thinking Assessment-questions or real-world problems.
Criteria and standards for evaluating student work.
Self-Assessment-students reflect on their own work or projects.
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

14. Assessment and Feedback
QM Standard 3
Assessment and Feedback
3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
3.3  Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.
3.4  The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.
3.5  Students have multiple opportunities to measure their own learning progress.
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15.
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16.
Step 5: Integration
Make sure all your components are aligned in Steps 1-4.
Key components in Steps 1-4 should be closely related and support each other.
Course Matrix or Course List: List your learning objectives, identify the assessment tool that aligns with the learning objective.
Next align the learning activities with the assessment tools.
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

17. Key components must align
Key components must align
Eight General Standards:
Course Overview and Introduction
Learning Objectives (Competencies)
Assessment and Measurement
Resources and Materials
Learner Engagement
Course Technology
Learner Support
Accessibility
Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.
Copyright MarylandOnline 2013

18.
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19. Fink-Step 6: Course Structure
Intermediate Phase
Fink-Step 6: Course Structure
4-7 segments that focus on themes, concepts, topics or issues
Arrange these segments into a logical sequence and decide how many weeks each segment will need.
Each new segment:
Introduction
Opportunity to apply and use what they are learning-practice
Assessment with final application
As more content is delivered to your students the more complex the assignments can become.
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

20. Structured Sequence for Course Content
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

21.
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22. Quality Matters Overview Find, Buy, Build and Share Online Content
WeTeach Tracks One
Charting your course
Quality Matters Overview
Find, Buy, Build and Share Online Content
Communicating and collaborating with your online students
Online Assessment & Feedback
Connecting your students to online resources at WSU
Creating a timeline for your online course

23. WeTeach Tracks Two www.winona.edu Initial Design Phase
Situational Factors
Learning Objectives
Feedback and Assessment
Teaching and Learning Activities
Integration
Intermediate Phase
Course Structure
Instructional Strategies
Learning Activities
Final Design Phase
Grading System
Possible Problems
Syllabus
Evaluation
Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

24. Internal Review of your course Report on each standard-met or not met
WeTeach Tracks Three
Internal Review of your course
Report on each standard-met or not met
Detailed report of how you might improve the “not-met” standards
Create an action plan to meet any QM standards you have not met
Work 1:1 with Instructional Designer
External Review (TLT funding)

25. Workshop Learning Objectives
Workshop Learning Objectives
Summarize the importance of taxonomy integration into their online course
Identify reasons why using different taxonomies with QM standards can be effective with course design
Compare and contrast Fink’s Instructional Design Model and QM
Identify instructional design tools that align with QM
Discuss the importance of using taxonomies with QM