Effective Course Redesign Models

1. Effective Course Redesign Models Cheri Beverly - beverlcl@jmu.edu Nancy Harris – harrisnl@jmu.edu Keston Fulcher - fulchekh@jmu.edu

2. Introductions

3. Overview of Models • University of Kansas – Content Enhancement Strategies (http://www.kucrl.org/sim/content.shtml) • L. Dee Fink’s Integrated Course Design Model: Designing Courses for Significant Learning 12:40

4. The initial design phase of this model includes five steps: Step 1. Situational Factors Step 2. Learning Goals Step 3. Feedback and Assessment Step 4. Teaching/Learning Activities (including Active Learning, Rich Learning Experience, In-Depth Reflective Dialogue and Information and Ideas) Step 5. Integration Intermediate Design Phase: Assembling the Components into a Coherent Whole Step 6. Course Structure Step 7. Instructional Strategy Step 8. Creating the Overall Scheme of Learning Activities Final Design Phase: Important Remaining Tasks Step 9. How Are You Going to Grade? Step 10. What Could Go Wrong? Step 11. Let Students Know What You Are Planning Step 12. How Will You Know How the Course Is Going? How It Went?

5. Focus of Workshop Integrated Course Design (Fink’s Initial Design Phase) *L.Dee Fink (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses.San Francisco: Jossey-Bass.

6. Situational Factors Learning Goals Level Situational Factors Situational Factors Teaching & Learning Activities Feedback & Assessment

7. Steps 1 & 2: Situational Factors & Learning Goals Learning Goals Situational Factors Situational Factors

8. Situational Factors What kind of prior knowledge are the students bringing to the course about this subject? How “expert” is the instructor … content and teaching? Is the content theoretical, practical or a combination? How many students are in the course? How does this course fit into the curriculum of the program – how does this course serve the major / minor? What instructional and learning resources are available? How much time is allotted for the course, each session?

9. Learning Goals Level What would distinguish students who have taken this course from students who have not? What would I like the impact of this course to be on students, 2-3 years after the course is over? What do students need to know and do to continue, successfully in this curriculum / program?

10. Learning Goals 12:50

11. Juniors – First semester in licensure program Define and/or describe the key terminology and constructs of IECE 401 Instructor has edit down information and learning experiences Learners represent a variety of licensure programs Multiple Definitions for Vocabulary - contextualized KNOWLEDGE Diverse Range of Readiness Teaching & Learning Activities Feedback & Assessment

12. First-Semester Graduate Students Interpret statistical output orally which entails: (1) conceptual accuracy, (2) precise terminology, (3) logical sequencing of information, and (4) fluid delivery. Various Levels of Previous Statistical Training Various Levels of Intrinsic Motivation About 15 Students Per Section Application Teaching & Learning Activities Feedback & Assessment

13. Seniors Students will use appropriate web resources to learn about php and MySql programming Only database course they will take Learning how to learn Teaching & Learning Activities Feedback & Assessment CS 474 Example

14. YOUR Opportunity to • Identify 1 or 2 situational factors affecting your course • Write or adapt a learning objective from one of your courses • "A year (or more) after this course is over, I want and hope that students will .” 2 minutes – think and write 5 minutes – discuss among the table 2 – minutes – choose one to share out Learning Goals Situational Factors Situational Factors 1:10

15. Step 3: Feedback and Assessment Feedback & Assessment

16. Notes on Assessment • Forward-Looking • Criteria & Standards • Consider Self-Assessments • FIDeLity Feedback

17. Replicate a real life situation in which the learner will have to use this knowledge / skill Create opportunities for learners to self-assess Provide Effective Feedback Level Develop criteria / standards for exceptional, average and poor performance on the learning objectives? Feedback & Assessment 8:48

18. Juniors – First semester in licensure program Define and/or describe the key terminology and constructs of IECE 401 Instructor has edit down information and learning experiences Learners represent a variety of licensure programs Multiple Definitions for Vocabulary - contextualized KNOWLEDGE Diverse Range of Readiness Teaching & Learning Activities Weekly Vocabulary Quizzes Mid-term: Part A: Vocabulary / Part B: Essay

19. First-Semester Graduate Students Interpret statistical output orally which entails: (1) conceptual accuracy, (2) precise terminology, (3) logical sequencing of information, and (4) fluid delivery. Various Levels of Previous Statistical Training Various Levels of Intrinsic Motivation About 15 Students Per Section Application Teaching & Learning Activities Oral interpretation of output evaluated via rubric.

20. Seniors, only database course they will take Students will use appropriate web resources to learn about php and MySql programming Students need to be able to figure out technology in the workplace Learning how to learn Situational Factors Teaching & Learning Activities Implementation of the group project design

21. YOUR Opportunity to • Write or adapt a feedback / assessment activity linked to your learning objective. 2 minutes – think and write 5 minutes – discuss among the table 2 – minutes – choose one to share out Learning Goals Feedback & Assessment 1:30

22. Step 4: Teaching/Learning Activities Teaching & Learning Activities Teaching & Learning Activities

23. Provide Access to information and ideas Plan active learning experiences Level Teaching & Learning Activities Engage in reflective dialogue with / amongst he learners 1:38

24. Juniors – First semester in licensure program Define and/or describe the key terminology and constructs of IECE 401 Instructor has edit down information and learning experiences Learners represent a variety of licensure programs Multiple Definitions for Vocabulary - contextualized KNOWLEDGE Diverse Range of Readiness • Vocabulary on Study Mate • Use vocabulary and constructs, accurately and consistently, in course discussions and written products Weekly Vocabulary Quizzes Mid-term: Part A: Vocabulary / Part B: Essay

25. First-Semester Graduate Students Interpret statistical output orally which entails: (1) conceptual accuracy, (2) precise terminology, (3) logical sequencing of information, and (4) fluid delivery. Various Levels of Previous Statistical Training Various Levels of Intrinsic Motivation About 15 Students Per Section Application Exemplar videos. Non-Examples. Teamwork opportunities. Oral interpretation of output evaluated via rubric.

26. Seniors, only database course they will take Students will use appropriate web resources to learn about php and MySql programming Small classes (approx 30 students) Access to both a classroom and lab Students need to be able to figure out technology in the workplace Learning how to learn Labs which require use of web resources Use of textbook for pre-learning activities Implementation of the group project design

27. YOUR Opportunity to • Write or adapt teaching / learning activities linked to your learning objective and feedback / assessment activity. Learning Goals Teaching & Learning Activities Feedback & Assessment 9:25

28. Our contact information Cheri Beverly - beverlcl@jmu.edu Nancy Harris – harrisnl@jmu.edu Keston Fulcher - fulchekh@jmu.edu