2. Course Design Presented by:

3. Objectives You will: zConsider how the principles of good course design will affect the design of your courses zIncorporate 3 basic design elements in the design of your courses

4. Including… zContent: What is the subject matter of the concept? zLearning outcomes: What will students know, value, do as a result of learning about this concept? zInstructional strategies: What kinds of practice and feedback will help students reach the learning outcomes? zAssessment of learning: How will I and the students be able to assess progress towards the learning outcomes?

5. 7 Principles for Good Practice... Chickering & Gamson, AAHE Bulletin, March 1987 zEncourages student/faculty contact zDevelops student cooperation zEncourages active learning zGives prompt feedback zEmphasizes time on task zCommunicates high expectations zRespects talents & ways of learning.

6. Fink’s 5 Principles of Good Course Design zChallenges Higher Level Learning zUses Active Forms of Learning zGives Frequent & Immediate Feedback zUses a Structured Sequence of Different Learning Activities zUses a Fair System for Assessing & Grading Students

7. Course Design Process Instructional Strategies Student Learning Content Learning Outcomes Assessment and Evaluation CONTEXT

8. Basic Design Elements …Dr. L. Dee Fink, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Jossey-Bass, 2003. Learning Outcomes Instructional Strategies Assessment Assessment & Evaluation Context

9. zGeneral ContextContext zSubject NatureNature zLearner CharacteristicsCharacteristics zTeacher CharacteristicsCharacteristics

10. General Context Context LifeProfessional EducationalLogistics

11. Context Subject Nature Convergent Divergent Cognitive Physical Abstract Concrete/Practical Stable ChangeChange

12. Context Learner Characteristics B ackground A ttitudes N eeds K nowledge

13. Context Teacher Characteristics “In functioning as a facilitator of learning, the leader endeavors to recognize and accept his/her own limitations.” …Carl RogersCarl

14. Outcomes Knowledge SkillsValues By stating the learning outcomes well, we can work backwards from the outcomes to determine the best way to achieve those results. (Cognitive Procedural Affective)

15. Outcomes "WHAT WILL THEY BE DOING WHEN THEY ARE DOING IT RIGHT?”

16. Outcomes Knowledge Comprehension Application Analysis Synthesis Evaluation Different levels of cognitive learninglearning …Bloom’s Taxonomy

17. Outcomes Exercise #1 zChoose one central concept in your course zIdentify one outcome for this concept in each of the 3 domains by completing the following statement Students who have learned successfully in this course will be able to…..

18. Outcomes Exercise #2 zReview your previously stated learning outcomes and analyze them in terms of the level of learning that they address

19. Outcomes Exercise #3 zWrite one learning outcome for your course for each of the following levels of learning Acquiring and integrating knowledge Refining and extending knowledge Meaningful application of knowledge Students who learned successfully in this course will (be able to…..)

20. Instructional Strategies Need to Know vs. Nice to Know Varied activities Learning complexity Within: module course program Differentiation Integration Structure

21. Some Assumptions: zWe are designing for learning not for teaching. z120 hours/learning vs. 36 hours/teaching z“Students can learn without us being present and can learn material that we have not ‘covered’.”

22. Instructional Strategies - Depends on your perspective: Teaching is… 1.Providing the students with an organizational framework with they can make sense of the course material. 2.The development of meaningful interactions between the instructor and the student 3.The transmission of information 4.The promotion of conceptual change and intellectual development in students

23. Instructional Strategies Hear Read Write Watch Do

24. Instructional Strategies Exercise zDevelop one instructional strategy for one of the learning outcomes you’ve determined for your course.

25. Teaching & Learning Activities Course Syllabus Ryerson Course Management Policy http://www.ryerson.ca/~acadpol/current/po l145.pdfpdf

26. About this session… I liked….. I wish….. I will use….