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Course Design

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

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  1. Course Design Presented by:

  2. 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

  3. 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?

  4. 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.

  5. 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

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

  7. 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

  8. Context • General Context • Subject Nature • Learner Characteristics • Teacher Characteristics

  9. General Context Context Life Professional Logistics Educational

  10. Context Subject Nature Convergent Divergent Cognitive Physical Abstract Concrete/Practical Stable Change

  11. Context Learner Characteristics Background Attitudes Needs Knowledge

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

  13. 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)

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

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

  16. 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…..

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

  18. 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…..)

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

  20. 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’.”

  21. 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

  22. Instructional Strategies Hear Read Write Watch Do

  23. Instructional Strategies Exercise • Develop one instructional strategy for one of the learning outcomes you’ve determined for your course.

  24. Teaching & Learning Activities Course Syllabus Ryerson Course Management Policy http://www.ryerson.ca/~acadpol/current/pol145.pdf

  25. About this session… • I liked….. • I wish….. • I will use….

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