Course (re)design seminar
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Course (re)design seminar
- 1. Course (Re)Design Seminar Session designed for specialists providing faculty support and professional development in course (re)design Janine Hirtz elearning instructional support specialist UBC Okanagan, Center for Teaching & Learning T.E.L.L. Session March 26, 2013
- 2. Acknowledgements Ideas and philosophies should be credited to Lee D. Fink and A. Saroyan & C. Amundsen’s book entitled ‘Rethinking Teaching in Higher Education: From a course design workshop to a faculty development framework. Materials for the UBC Okanagan seminar have been adapted from Course Design Workshops held at McGill University, University of Guelph, University of Victoria, Sir Wilfred Laurier University and the University of Manitoba. Complete reference section is included in the resources binder .
- 3. • Link to UBCO Course (Re)Design http://www.ubc.ca/okanagan/ctl/support/desi gn.html • 14 question Application form http://01.cms.ubc.ca/Page2098.aspx?PageMo de=Hybrid • Team facilitated – Interdisciplinary (6) *teams possible – modeling
- 4. 4 Day Seminar • Monday – Thursday 9-3 – 1 hour lunch (provided) – Breaks negotiated – 4 day commitment – Pre-readings • Designing learning as well as teaching • Getting more ‘teaching’ out of ‘testing and grading’ • Course transformation case study
- 5. Day 1 – Mapping your Course • Into and seminar overview • Context and learner analysis • Concept mapping • Presentations • Feedback • Homework
- 6. Day 2 – Learner and Learning Outcomes Bloom’s Taxonomy (revised) • Learning domains • Learning outcomes • Presentations • Feedback • homework
- 7. Day 3 – Instructional Strategies • Reflection • Instructional strategies • Presentations • Feedback • Homework _______
- 8. Day 4 - Assessment • Purposes of assessment • Educative assessment • Reflecting on current practice & alignment • Develop assessment plan • Presentations • Feedback • Wrap – up (what comes next)
- 9. JTCD – 1 Day Seminar • Articulate course content • Define learning outcomes • Select and develop instructional strategies • Determine methods for evaluating student learning
- 10. Community of Practice • Ongoing support, consultation and feedback Assessing students is much easier CD has changed how I teach Classes are more fun!
Notas del editor
- Special thanks to Heather Hurren and Peter Arthur at CTLComplete reference section is included in the resources binder (which will be available to you upon request – email at end of session).
- The course (re)design seminar engages participants in the process of aligning learning outcomes, learning strategies and learning assessment in their courses. It is a hands-on, intensive seminar with key features of peer discussion and critique, systematic reflection and the identification of basic assumptions regarding course design and student learning. Requirements of CTL (usually 3-4 members). Provide interdisciplinary environment, facilitation rotates between members, 4 day commitment and modeling, reflection and debrief. During the 4 days, we are engaged in discussions, brainstorming, guiding etc….
- Participant requirements:Application, confirmation and commitmentPre-reading may or may not be done – 1st opportunity to model strategy to accommodate.
- Icebreaker – team / community building – negotiate breaksBest / worst teaching experience (pair / share)-thinking & reflecting, writing, sharing, revising and presenting, get feedback…Decreasing content – essential – highly desirable - desirableAlso feedback for team – ie: what surprised, what do they still need to know… etc…
- Heart, head and hands activity…. When designing a learning experience, you can start with any of the three elements, but it’s best to make use of all three: Head: cognitive understanding, critical thinking; learning through readings, lecture, discussion, etc. Hand: psychomotor, practice, learning by doing, getting a feel for how things actually work Heart: affective/emotive, caring about the results, valuing the outcome, feeling that the process and goals are important, experiencing a personal connection Writing learning outcomes is difficult for many faculty as the outcome needs to be observable and measurable. Learners will KNOW and BE ABLE TO…. Ie: SWBAT – use web-creation tools to produce an interactive website suitable for use by young school children. SWBAT – work effectively as part of a team.*these will have criteria (maybe a rubric) – discussed on day 4.Often gets into a discussion about Bloom’s taxonomy… gives us the action words for our learning outcomesWhat, where & whenWhy, how, interpret, demonstrateApply, explain, prove, demonstrateDistinguish, identify the main theme, analyzeDefend, judge, evaluate, compare, draw conclusionsCreate,
- This is the day faculty really like. Different strategies for teaching! Our activity is usually a ‘brainstorm’ about teaching strategies – see how long a list you can get! Ie: think, pair, share jigsaw debate lecture demonstrations *always get them to ask – What are the students doing??
- Many faculty very troubled by assessment Many feel limited by class size etc… Assessment for learning vs. assessment of learningEducative assessmentFormative vs. summative assessment
- Same steps as 4 day, but each item may just get about an hour or an hour and 10 minutes. Usually no presentations – less sharing and expected that participants will complete activities later – on their own. Facilitators available through COP or through individual follow-up consultations.Some who take 1 day will sign up for 4 day later
- Very positive feedback and experience for faculty.