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
Dec 19, 2015
An Overview of Course Design:Planning for Significant Learning
May 28, 2009
Rob Schadt, Ed.D.Office of Teaching, Learning and TechnologyBU School of Public Health
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
Workshop Goals
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
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.
Workshop Resources
Find it at: www.ou.edu/idp/significant/selfdirected1.pdf
IntegratedIntegrated CourseCourse DesignDesign
Learning Goals
Learning Activities
Feedback/Assessment:
Situational Factors
Learning Goal:Learn content and think critically
Teaching/Learning activity: Lecture
Feedback/Assessment:Midterm exam with thinking and content-related questions
Learning Goals
Learning Activities
Feedback/Assessment
If exam asks content-based, and “thinking” questions…If exam asks content-based, and “thinking” questions…
Lack of Integrated Course DesignLack of Integrated Course Design
Learning Goal:Learn content and think critically
Teaching/Learning activity: Lecture
Feedback/Assessment:Midterm exam only content-related questions
Learning Goals
Learning Activities
Feedback/Assessment
If exam asks content-based, but not “thinking” questions…If exam asks content-based, but not “thinking” questions…
Lack of Integrated Course DesignLack of Integrated Course Design
Bloom’s Taxonomy of Learning
Knowledge (meaning recall knowledge) Comprehension Application Analysis Synthesis Evaluation
Knowledge: Recall data or information
Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Bloom’s Taxonomy of Learning
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Bloom’s Taxonomy of Learning
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee ís vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Bloom’s Taxonomy of Learning
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Bloom’s Taxonomy of Learning
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Bloom’s Taxonomy of Learning
Evaluation: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
Bloom’s Taxonomy of Learning
A Taxonomy of Significant Learning
Learning How to Learn
Foundational Knowledge Caring
Application
IntegrationHuman
Dimension
A Taxonomy of Significant Learning
FOUNDATIONAL KNOWLEDGEUnderstanding and remembering:•Information•Ideas
A Taxonomy of Significant Learning
APPLICATIONSkillsThinking:
•critical, •creative,•practical
Managing projects
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
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
A Taxonomy of Significant Learning
Human DimensionLearning about•Oneself•Others
• Leadership
• Multi-cultural education
• Working as a member of a team
• Embodying environmental ethics
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
Plan Major Assignments and Exams that Will Teach and Test the Learning You Want
Premiere
PlanningPlanning
Production of Graphics Production of Graphics and Media Elementsand Media Elements
Combining Combining thethe ElementsElements
InteractivityInteractivity
PresentationPresentation
EvaluationEvaluation
Class 1 OverviewIntroductions
Class 2 Proposal
Class 4 & 5 Working with ImagesClass 6 MidtermWorking with Sound
Class 7 & 8Working with Moving Images
Class 3 Flowcharts & Storyboards
Class 9, 10 &11
Web Publishing
Class 12 and 13 Consultation/Fine tuning Advanced Techniques
Class 14 Final PresentationsPeer Reviews via e-mail
CM 510-E1 Computers in Communication
CM 510-E1 Computers in Communication
Proposal
Flowchart/Storyboard
Audio Spot
Video Spot
Web SiteWeb Site
Interactive Pilot Project
In class – lecture, demo, guided practice
Outside class – project based assignments
Ask These Questions 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”
It is better to concentrate on a few, well-chosen assignments and exams than to proliferate ill-conceived ones. Sometimes, “Less is more”
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
Communication
Basic Mode: Traditional Lecture Method
Class Student(s)Alone
TeacherAlone
First ExposureFirst Exposure
ProcessProcess
Response
Basic Mode: Interactive Method
Student(s)Alone
TeacherAlone
First ExposureFirst Exposure
ProcessProcess
Response
Class
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
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?