1. Write On! Your Course Outline. Pedagogy Unbound Series Facilitated by: Deborah Richards Florence Daddey

2. www.jibc.ca Outline 1. Quality Programming at the JIBC 2. Significance of Course Outlines 3. Development of Course Outlines 4. Quality Assurance 5. Q + A

3. www.jibc.ca 1. Quality Programming at the JIBC Ensured through: Effective Program Advisory Committees Accreditation processes (where applicable) Program Development and Change Policy and Procedures Course Development and Change Policy and Procedures

4. www.jibc.ca Course Development and Approval Pathway Policy and Procedures (revised – May 2015) Question: Is this instructional activity? Different Pathways for: ▪ Courses that contribute to a JIBC credential ▪ Courses that do not contribute to a JIBC credential

5. www.jibc.ca 2. What is the Significance of Course Outlines?  Institutional Significance  Contract with students  Main document communicating requirements for academic success  JIBC policies /JIBC core competencies  Marketing tool  Representative of JI quality assurance process.  Educational Significance  Establishing Expectations – Description/Goals/Outcomes  Evaluation Components and Grading  Used for articulation between academic institutions.

6. www.jibc.ca So what are Learning Outcomes? Learning outcomes are direct statements that define the knowledge, skills, and attitudes that students are expected to reliably demonstrate at the end of a course. 1. Student focused – “LEARN” 2. Emphasize the application and integration of knowledge 3. Influence design, delivery, evaluation and credentialing of student achievement. 4. Learning outcomes are used for creating….. … a common language … a common understanding - …. a common expectation

7. www.jibc.ca Sharing Expectations with Students Students’ learning achievement can be significantly improved through improving their understanding of assessment criteria and processes. (Rust, Price, & O’Donovan, 2003)

8. www.jibc.ca How do we create a Learning Outcome? Anatomy of Learning Outcomes A verb that specifies the quality of learning that is expected A purpose for learning Discipline Context

9. www.jibc.ca Examples Upon successful completion of the course, the learner will be able to: Write an investigative report demonstrating the principles of good report writing skills. Outline the complexities and influences on municipal policy making. Analyze issues and problems using root cause analysis tools to discern effective corrective and preventive actions.

10. www.jibc.ca Bloom’s Taxonomy Overview CognitiveAffectivePsychomotor Thinking, KnowledgeFeeling, AttitudesDoing, Skills 1. Knowledge1. Receiving1. Perception 2. Comprehension2. Responding2. Set 3. application3. Valuing3. Guided Response 4. Analysis4. Organization4. Mechanism 5. Synthesis5. Internalizing5. Complete Overt Response 6. Evaluation6. Adaption 7. Organization

11. www.jibc.ca Framework: Blooms Taxonomy

12. www.jibc.ca Use of Verbs and the Blooms Taxonomy  Lower Order Thinking Skills (LOTS) Verbs like identify, define, imitate, follow, & list connote memory-based learning – Lower order learning  Higher Order Thinking Skills (HOTS) Verbs like evaluate, justify, critique & create connote more complex learning – Higher order learning

13. www.jibc.ca Challenges What are the challenges of using a framework to express learning outcomes?

14. www.jibc.ca 3. Development of Your Course Outline – The Transformation Activity  The JIBC course outline template  Activity  Review a typical course outline – HLTH1410 revision  Using the new JIBC Procedure for course development –Outline the path to approval for this course?  Using the course outline check list – what revisions would you make to this outline?  Discussion  Revealed: HLTH1410 - The Final Version

15. www.jibc.ca 4. Quality Assurance 1. Your role and responsibility in course outline development 2. The School Curriculum Committee’s (SCC)  role and responsibility for course outline development and approval.  Tools for review 3. Best practices

16. www.jibc.ca 5. Questions

17. www.jibc.ca

18. References Rust, C., Price, M,. & O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education, 28(2), 148-164. Developing Learning Outcomes: A Guide for University of Toronto Faculty http://www.teaching.utoronto.ca/topics/coursedesign/learning- outcomes/ http://www.teaching.utoronto.ca/topics/coursedesign/learning- outcomes/  Developing learning outcomes and assessing them. Atlanta: Teaching and Learning with Technology Center, Georgia State University. http://www2.gsu.edu/~wwwltc/howto/developLO.htmhttp://www2.gsu.edu/~wwwltc/howto/developLO.htm  Writing Learning Outcomes - BCIT