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

INTEGRATIONConnecting:

•Ideas•People•Realms of life

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?