Designing Programs


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Presentation slides from Wed. June 24 session on Designing Educational Development Programs at Institute for New Faculty Developers, Macalester College.

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Designing Programs

  1. 1. 2009<br />Institute for<br />New Faculty Developers<br />Designing Educational DevelopmentPrograms<br />Lynda Milne<br />Michele Neaton<br />
  2. 2. Are you ready?<br />You’ve thought about learning<br />And how faculty as learners ARE students<br />You’ve reviewed learning theories<br />And how learners are motivated<br />You’ve considered our clients and their needs, and<br />Discussed ways to engage faculty.<br />So are you ready to design some programs for these faculty-learners?<br />
  3. 3. Ok, then let’s design<br />ADDIE Model of Instructional Design<br />Analyze and assess<br />Design<br />Develop<br />Implement<br />Evaluate<br />Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, May/June 2003.<br />Backward Design Model<br />Identify desired results<br />Determine acceptable evidence<br />Plan learning experiences and instruction<br />Wiggins, G., & McTighe, J. (2005, 2nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development<br />
  4. 4. Alas…3 steps will not a plan make<br />Before goals can be identified, context and situation must be considered.<br />Define goals and objectives<br />Identify meaningful assessments, evidence<br />Plan learning activities, materials<br />Create structure and sequence<br />Identify tools and resources needed<br />Devise evaluation methods<br />Develop marketing plan and materials<br />Adapted from Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.<br />
  5. 5. Some examples<br />One-goal-at-a-time worksheet<br />Summarize your design worksheet<br />Our worksheet with Dee Fink<br />
  6. 6. How well-designed?<br />Goals clearly stated?<br />Significant outcomes at the forefront?<br />Measures and evidence appropriate?<br />Valid relationship to goals?<br />Meaningful indicators?<br />Short- and long-term evaluation?<br />Methods appropriate and sound?<br />Reasonable uses of faculty time?<br />Contextually appropriate and productive?<br />Motivation developed, rewarded?<br />How well-integrated is the program, in its design and in its relationship to other programs at your center/institution?<br />
  7. 7. One final suggestion<br />What (K-12) Research Tells Us<br />Professional development that is short, episodic, and disconnected from practice has little impact. <br />Well-designed professional development can improve practice and increase student achievement.<br />A review of high-quality experimental studies found that among programs offering extended PD (49 hours on average over 6 to 12 months), student achievement increased by 21 percentile points. (Yoon et al., 2007)<br />Wei, R. C. , Darling-Hammond, L.., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. National Staff Development Council.<br />
  8. 8. Resources<br />Understanding By Design (Vanderbilt Center for Teaching)<br /><br />What is Significant Learning?<br /><br />Creating Significant Learning Experiences (Fink)<br /><br />SDSU Course Design Institute - Faculty Development Program Design<br /><br />How Do We Get There From Here? Program Design for Faculty Development<br /><br />Components of an Effective Faculty Development Program<br /><br />Professional Learning in the Learning Profession (National Staff Development Council)<br /><br />All above links at<br />