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Course Design. Presented by:. Objectives. You will: Consider how the principles of good course design will affect the design of your courses Incorporate 3 basic design elements in the design of your courses. Including…. Content: What is the subject matter of the concept?
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Course Design Presented by:
Objectives You will: • Consider how the principles of good course design will affect the design of your courses • Incorporate 3 basic design elements in the design of your courses
Including… • Content: What is the subject matter of the concept? • Learning outcomes: What will students know, value, do as a result of learning about this concept? • Instructional strategies: What kinds of practice and feedback will help students reach the learning outcomes? • Assessment of learning: How will I and the students be able to assess progress towards the learning outcomes?
7 Principles for Good Practice...Chickering & Gamson, AAHE Bulletin, March 1987 • Encourages student/faculty contact • Develops student cooperation • Encourages active learning • Gives prompt feedback • Emphasizes time on task • Communicates high expectations • Respects talents & ways of learning.
Fink’s 5 Principles of Good Course Design • Challenges Higher Level Learning • Uses Active Forms of Learning • Gives Frequent & Immediate Feedback • Uses a Structured Sequence of Different Learning Activities • Uses a Fair System for Assessing & Grading Students
Course Design Process Content Learning Outcomes Assessment and Evaluation Student Learning Instructional Strategies CONTEXT
Basic Design Elements …Dr. L. Dee Fink, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Jossey-Bass, 2003. Learning Outcomes Assessment & Evaluation Instructional Strategies Context
Context • General Context • Subject Nature • Learner Characteristics • Teacher Characteristics
General Context Context Life Professional Logistics Educational
Context Subject Nature Convergent Divergent Cognitive Physical Abstract Concrete/Practical Stable Change
Context Learner Characteristics Background Attitudes Needs Knowledge
Context Teacher Characteristics “In functioning as a facilitator of learning, the leader endeavors to recognize and accept his/her own limitations.”…Carl Rogers
Outcomes By stating the learning outcomes well, we can work backwards from the outcomes to determine the best way to achieve those results. Knowledge Skills Values (Cognitive Procedural Affective)
Outcomes "WHAT WILL THEY BE DOING WHEN THEY ARE DOING IT RIGHT?”
Outcomes Evaluation Synthesis Analysis Application Comprehension Different levels of cognitive learning …Bloom’s Taxonomy Knowledge
Outcomes Exercise #1 • Choose one central concept in your course • Identify 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…..
Outcomes Exercise #2 • Review your previously stated learning outcomes and analyze them in terms of the level of learning that they address
Outcomes Exercise #3 • Write 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…..)
Instructional Strategies Need to Know vs. Nice to Know Integration Structure • Within: • module • course • program Differentiation • Varied activities • Learning complexity
Some Assumptions: • We are designing for learning not for teaching. • 120 hours/learning vs. 36 hours/teaching • “Students can learn without us being present and can learn material that we have not ‘covered’.”
Instructional Strategies - Depends on your perspective: Teaching is… • Providing the students with an organizational framework with they can make sense of the course material. • The development of meaningful interactions between the instructor and the student • The transmission of information • The promotion of conceptual change and intellectual development in students
Instructional Strategies Hear Read Write Watch Do
Instructional Strategies Exercise • Develop one instructional strategy for one of the learning outcomes you’ve determined for your course.
Teaching & Learning Activities Course Syllabus Ryerson Course Management Policy http://www.ryerson.ca/~acadpol/current/pol145.pdf
About this session… • I liked….. • I wish….. • I will use….