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Course design for learning
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Course design for learning


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This presentation provides an overview of the course design process--iterative steps to consider when designing a course.

This presentation provides an overview of the course design process--iterative steps to consider when designing a course.

Published in: Education, Technology

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  • 1. Course Design For Learning
    Gayla S. Keesee, Ph.D.
  • 2. Iterative Steps
    Articulate Goals & Objectives
    Create Learning Environment
    Know Your Learners
    Identify Teaching & Learning Strategies
    Identify Materials & Resources
    Develop Assessments
  • 3. Goals & Objectives
    State standards, accrediting bodies, NETS*Students
    How can the course objectives be broken down into units, modules, lessons?
    Varied levels of Bloom’s Taxonomy
    Outcomes/performances expected upon completion
    Criteria for success to ensure mastery
  • 4. Acquiring 21st century skills such as higher level thinking,
    stronger communication abilities, and collaborative learning
    will encourage student engagement and increase academic achievement (Department of Education, 2002)
  • 5. Learning Environment
    Andragogical considerations
    How can learning be made active?
    How can the environment promote peer interaction?
    How can students develop responsibility for their own learning?
  • 6. Learning Environment
  • 7. 1st Year College Student
    Knowledge = gradual accumulation of right answers acquired through effort and obedience to the instructor
    Role of the instructor is to TEACH them
    Right answers for everything exist
    Focused on passing the next test
    • Turned off to school
    • 8. Discouraged from following their own interests
    • 9. No application to life after school
    Where did this thinking come from?
  • 10. Traditional Classroom
    Prescribed Curriculum
    Desks in rows
    Books and worksheets
    Paper & pencil
    Focus on the front (teacher)
    Read, take notes
    Study as an individual
    Take tests to measure learning
  • 11. 21st Century Classroom
    Constant, ubiquitous connectivity
    Moving beyond 4-walls
    Flexible, blended learning
    Collaborative environments
    Allowing global connections
    Studio-based learning
    Connections to communities and access to tools
    Space for reflection and creativity
    Bringing the real world into the classroom, and the classroom into the real world
  • 12. Know Your Learners
    Personal demographics (ethnicity, socio-economic level, cultural background) that might impact learning
    Developmental stage of the student relative to the content
    Cognitive/Learning style of each student
    Generational learning styles
    Student’s entry skills with reference to the content and technology
  • 13. Digital Immigrant or Digital Native
    Do you turn to the Internet first or second for information?
    Do you use a manual to learn a program, or is it intuitive?
    Do you print out your E-mail or have your secretary print it out for you?
    Do you need to print out a document in order to edit it?
    Do you call people into your office to see an interesting website rather than sending the link via E-mail?
    Do you make the “Did you get my E-mail?” phone call?
  • 14. Digital Natives
    Ctrl + Alt + Del is as basic as ABC
    They have never been able to find the “return” key
    Computers have always fit in their backpacks
    They have always had a personal identification number
    Photographs have always been processed in an hour or less
    Bert and Ernie are old enough to be their parents
    Gas has always been unleaded
    Rogaine has always been available for the follicularly challenged
    --Beloit College, 2003, 2004
  • 15. Net Gen Learners
    Visual & Kinesthetic
  • 16. Adaptation
    It is not about whether you are a digital native but whether you can adapt to those whose style does not match your own. – Dede, 2005
  • 17. Teaching & Learning Strategies
    Connect to prior knowledge
    Scaffold learning
    Student-Centered vs. Teacher-centered
  • 18.
  • 19. What can you do?
    Make learning interactive & experiential
    Consider peer-to-peer approaches
    Utilize real-world applications
    Emphasize information literacy in courses
    Encourage reflection
    Incorporate collaborative learning
    Use informal learning opportunities
    Create opportunities for synthesis
  • 20. Decide what’s important
    Technology does not drive choices
    Learning outcomes drive choices
    Knowledge construction
    Authentic contexts
  • 21. Materials & Resources
  • 22. Horizon Report 2007
    Key trends affecting higher education—next 5 years
    One year or less
    Social Networking
    User-Created Content
    Two-Three Years
    Mobile Phones
    Virtual Worlds
    Four-Five Years
    New Scholarship and Emerging Forms of Publication
    Massively Multiplayer Educational Gaming
  • 23. Choose the Right Tool
    • Collaboration
    • 24. Communications
    • 25. Knowledge Gathering
    • 26. Demonstration of Knowledge
  • Find the Right Balance
  • 27. Assessment
    Formative Assessments
    Classroom Assessment Techniques (CATs)
    Classroom Response Systems
    Summative Assessments
    Real-world applications