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?
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?
7 Principles for Good Practice ...Chickering & Gamson, AAHE Bulletin, March
1987
Encourages student/faculty contactDevelops student cooperation Encourages active learningGives prompt feedbackEmphasizes time on taskCommunicates high expectationsRespects talents & ways of learning.
Fink’s 5 Principles of Good Course Design
Challenges Higher Level LearningUses Active Forms of LearningGives Frequent & Immediate
FeedbackUses a Structured Sequence of
Different Learning ActivitiesUses a Fair System for Assessing &
Grading Students
Course Design Process
Instructional Strategies
Student Learning
Content
Learning OutcomesAssessment and
Evaluation
CONTEXT
Basic Design Elements…Dr. L. Dee Fink, Creating Significant Learning Experiences:
An Integrated Approach to Designing College Courses, Jossey-Bass, 2003.
Learning Outcomes
Instructional Strategies
Assessment & Evaluation
Context
Context
Subject Nature
Convergent Divergent
Cognitive Physical
Abstract Concrete/Practical
Stable Change
Context
Teacher Characteristics
“In functioning as a facilitator of learning, the leader endeavors to recognize and accept his/her
own limitations.” …Carl Rogers
Outcomes
Knowledge SkillsValues
By stating the learning outcomes well, we can work backwards from the outcomes to determine the best way
to achieve those results.
(Cognitive Procedural Affective)
Outcomes
PERFORMANCE: CONDITION:
Ride a Bicycle Along a paved road
CRITERION:100 metres
"WHAT WILL THEY BE DOING WHEN THEY ARE DOING IT RIGHT?”
Outcomes
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Different levels of cognitive learning
…Bloom’s Taxonomy
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…..
Outcomes Exercise #2
Review your previously stated learning outcomes and analyze them in terms of the level of learning that they address
Outcomes Exercise #3
Write one learning outcome for your course for each of the following levels of learningAcquiring and integrating knowledgeRefining and extending knowledgeMeaningful application of knowledge
Students who learned successfully in this course will (be able to…..)
Instructional Strategies
Need to Know vs.
Nice to Know
•Varied activities•Learning complexity
Within:• module• course• programDifferentiatio
n
Integration
Structure
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’.”
Instructional Strategies -
Depends on your perspective: Teaching is…
1. Providing the students with an organizational framework with they can make sense of the course material.
2. The development of meaningful interactions between the instructor and the student
3. The transmission of information4. The promotion of conceptual change and
intellectual development in students
Instructional Strategies Exercise
Develop one instructional strategy for one of the learning outcomes you’ve determined for your course.
Teaching & Learning Activities
Course SyllabusRyerson Course Management Policy
http://www.ryerson.ca/~acadpol/current/pol145.pdf