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.

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Course design for learning

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

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