2009<br />Institute for<br />New Faculty Developers<br />Designing Educational DevelopmentPrograms<br />Lynda Milne<br />M...
Are you ready?<br />You’ve thought about learning<br />And how faculty as learners ARE students<br />You’ve reviewed learn...
Ok, then let’s design<br />ADDIE Model of Instructional Design<br />Analyze and assess<br />Design<br />Develop<br />Imple...
Alas…3 steps will not a plan make<br />Before goals can be identified, context and situation must be considered.<br />Defi...
Some examples<br />One-goal-at-a-time worksheet<br />Summarize your design worksheet<br />Our worksheet with Dee Fink<br />
How well-designed?<br />Goals clearly stated?<br />Significant outcomes at the forefront?<br />Measures and evidence appro...
One final suggestion<br />What (K-12) Research Tells Us<br />Professional development that is short, episodic, and disconn...
Resources<br />Understanding By Design (Vanderbilt Center for Teaching)<br />http://www.vanderbilt.edu/cft/resources/teach...
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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 />http://www.vanderbilt.edu/cft/resources/teaching_resources/theory/design.htm<br />What is Significant Learning?<br />http://www.ou.edu/pii/significant/WHAT%20IS.pdf<br />Creating Significant Learning Experiences (Fink)<br />http://books.google.com/books?id=yycqudpQkQwC&pg=PP1&dq=l.+dee+fink<br />SDSU Course Design Institute - Faculty Development Program Design<br />http://sdsu-cdi.wikispaces.com/Faculty+Development+Program+Design<br />How Do We Get There From Here? Program Design for Faculty Development<br />http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ127981&ERICExtSearch_SearchType_0=no&accno=EJ127981<br />Components of an Effective Faculty Development Program<br />http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ114403&ERICExtSearch_SearchType_0=no&accno=EJ114403<br />Professional Learning in the Learning Profession (National Staff Development Council)<br />http://www.nsdc.org/news/NSDCstudy2009.pdf<br />All above links at http://www.diigo.com/list/lmilne/<br />

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