An Overview of Course Design: Planning for Significant Learning

1. An Overview of Course Design:Planning for Significant Learning May 28, 2009 Rob Schadt, Ed.D. Office of Teaching, Learning and Technology BU School of Public Health

2. Workshop Goals • Describe and explain elements of an “integrated” course design and apply to new or existing courses • Identify the elements of a taxonomy of “significant learning” and apply this to our existing goals My goals during the session: • Introduce the “Self-Directed Guide to Designing Courses…”, a tool to facilitate systematic, effective and integrated course design • Through a series of guided questions, stimulate participants to reconsider existing course goals, activities and objectives

3. Workshop Goals • Describe and explain elements of an “integrated” course design and apply to new or existing courses • Identify the elements of a taxonomy of “significant learning” and apply this to our existing goals My goals during the session: • Introduce the “Self-Directed Guide to Designing Courses…”, a tool to facilitate systematic, effective and integrated course design • Through a series of guided questions, stimulate participants to reconsider existing course goals, activities and objectives

4. Workshop Resources This session relies on “The Self Directed Guide to Designing Courses for Higher Level Learning”by Dee Fink, Director of the Instructional Development Program at Oklahoma University. Find it at: www.ou.edu/idp/significant/selfdirected1.pdf

5. IntegratedCourseDesign Learning Goals Learning Activities Feedback/Assessment: Situational Factors

6. Lack of Integrated Course Design If exam asks content-based, and “thinking” questions… Learning Goal:Learn content and think critically Learning Activities Learning Goals Teaching/Learning activity: Lecture Feedback/Assessment Feedback/Assessment:Midterm exam with thinking and content-related questions

7. Lack of Integrated Course Design Learning Goal:Learn content and think critically Learning Activities Learning Goals Teaching/Learning activity: Lecture Feedback/Assessment Feedback/Assessment:Midterm exam only content-related questions If exam asks content-based, but not “thinking” questions…

8. Bloom’s Taxonomy of Learning • Knowledge (meaning recall knowledge) • Comprehension • Application • Analysis • Synthesis • Evaluation

9. Bloom’s Taxonomy of Learning

10. Bloom’s Taxonomy of Learning

11. Bloom’s Taxonomy of Learning

12. Bloom’s Taxonomy of Learning

13. Bloom’s Taxonomy of Learning

14. Bloom’s Taxonomy of Learning

15. A Taxonomy of Significant Learning Foundational Knowledge Caring Application Learning How to Learn Human Dimension Integration

16. A Taxonomy of Significant Learning • FOUNDATIONAL KNOWLEDGE • Understanding and remembering: • Information • Ideas

17. A Taxonomy of Significant Learning • APPLICATION • Skills • Thinking: • critical, • creative, • practical • Managing projects

18. A Taxonomy of Significant Learning • Caring • Developing new • interests • feelings • values • Become excited about a certain activity • Desire to be a good student • Developing a commitment to live a more healthy lifestyle

19. A Taxonomy of Significant Learning • INTEGRATION • Connecting: • Ideas • People • Realms of life

20. A Taxonomy of Significant Learning • LEARNING HOW TO LEARN • Becoming a better student • Inquiring about a subject • Self-directing learners • How to inquire and construct knowledge • How to be a good student • How to pursue self-directed learning

21. A Taxonomy of Significant Learning • Human Dimension • Learning about • Oneself • Others • Leadership • Multi-cultural education • Working as a member of a team • Embodying environmental ethics

22. Plan Major Assignments and Exams that Will Teach and Test the Learning You Want The “Assignment-Centered Course” • Review: What Learning Do I Want? • Create a Course Skeleton Showing Major Assignments and Exams That Will Teach and Test the Learning; Insert Them in the Week in Which They Are Due

23. In class – lecture, demo, guided practice Outside class – project based assignments Class 4 & 5 Working with Images Class 6 MidtermWorking with Sound Class 3 Flowcharts & Storyboards Production of Graphics and Media Elements Interactivity Class 7 & 8Working with Moving Images Interactive Pilot Project Audio Spot Class 2 Proposal Flowchart/Storyboard Premiere Combining theElements Video Spot Planning Proposal Web Site Class 1 OverviewIntroductions Class 9, 10 &11 Web Publishing Presentation CM 510-E1 Computers in Communication Class 12 and 13 Consultation/Fine tuning Advanced Techniques Evaluation Class 14 Final Presentations Peer Reviews via e-mail

24. Ask TheseQuestions about Assignments • Validity: Are the assignments likely to elicit the kind of learning you want? • Consider the context in which students produce work: time frame, level of memorization required, accessibility of help, likely work strategies (situational factors) • Workload: Are the assignments and exams manageable in terms of number, type, length, and spacing across the semester? It is better to concentrate on a few, well-chosen assignments and exams than to proliferate ill-conceived ones. Sometimes, “Less is more”

25. Consider Times and Spaces for Learning • Aspects of the Learning Process: • First exposure: student first hears/sees new information, concepts, procedures, etc. • Process: student applies, critiques, contrasts, synthesizes, argues, analyzes, etc. This usually results in a product: test, exam, assignment, lab or clinic performance, etc. • Response: Teacher, assistant, or peer responds to the product

26. Basic Mode: Traditional Lecture Method First Exposure Student(s) Alone Class Process Response Communication Teacher Alone

27. Basic Mode: Interactive Method First Exposure Student(s) Alone Class Process Response Teacher Alone

28. Basic Principles for Using Time and Space 1. Increase student time on task 2. Involvement is the key to student learning 3. Invest teacher time in the most difficult aspects of learning and/or aspects of technology that TAs or students cannot do alone 4. Use peers or TAs appropriately; train and guide them for their tasks 5. Make students responsible for first exposure in their own time or with TAs and peers • Daily assignments that count • Guidance as needed: Handouts, interactive software, TAs, peers 6. Use technology to create, expand and enhance space/time and to accomplish all of the above

29. Four Questions Faculty Should Ask • Does the strategy help to build engagement and community in the classroom? • Does the strategy lead to enhanced student learning? • Does the strategy fit my philosophies, priorities, and styles of teaching? • Is it Feasible? • Is the strategy consonant with time pressures and other constraints? • What equipment, training, or other resources are required?