The document outlines a workshop on integrated course design offered by Stewart Ross, Ph.D., focusing on improving course design to foster significant learning experiences for students. Participants are encouraged to understand the concepts of integrated course design, analyze situational factors, and develop learning goals that promote student engagement and lasting learning. The workshop addresses the paradigm shift in education from teaching to learning, and emphasizes creating reflective and active learning environments.

1. DESIGNING COURSES for SIGNIFICANT LEARNINGA Workshop Offered by:Stewart Ross, Ph.D. Dee Fink & AssociatesUniversity of MinnesotaOctober 7, 2011

3. SPECIFIC GOALS for This Workshop FOUNDATION KNOWLEDGE: Understand the basic terms and concepts APPLICATION: Be able to use the model of Integrated Course Design (ICD)INTEGRATION: Identify the relationship between what you are doing now as a teacher and the ideas of ICD

4. SPECIFIC GOALS for This Workshop(cont.)HUMAN DIMENSION:SELF: Be more confident that you can do this

5. OTHERS: Work with others to create more powerful designsCARING: Identify the value of course design in teachingLEARNING HOW TO LEARN: Know what else you want to learn about course design – and how to learn that.

6. Agenda for WorkshopBig Picture of Teaching—Place of Course DesignReadiness Assessment TestIntegrated Course Design: -Situational Factors -Learning Goals -Feedback & Assessment -Teaching/Learning Activities -Making your course integratedDoes it work?

7. PARADIGM SHIFT IN COLLEGE TEACHINGFrom: “TEACHING”To: “LEARNING”What is the difference?

8. Leads to new questions about our work as teachers.PARADIGM SHIFT IN COLLEGE TEACHINGFrom: “TEACHING”To: “LEARNING”What is the difference?HOW DO PEOPLE LEARN?Transmit Knowledge?

9. TransmissionOf Knowledge

10. Transmitting Knowledge?

11. HOW DO PEOPLE LEARN?Transmit Knowledge?Constructivism

12. HOW DO PEOPLE LEARN?Transmit Knowledge?ConstructivismSocial ConstructivismSocial Constructivism:We can construct our understanding of anything by ourselves, but...

13. it usually works much better to collaborate and dialogue with othersEnd of courseDuring Course/College:After College:3 FEATURES OF A HIGH QUALITY LEARNING EXPERIENCE3. The learning: ADDS VALUE1. Students are: ENGAGED2. Student effort results in: SIGNIFICANT & LASTING LEARNING

16. Interacting with StudentsKnowledge of the Subject MatterDesigning Learning ExperiencesManaging the CourseFUNDAMENTAL TASKS OF TEACHINGBeginning of the Course

17. 3 Ways of Designing Courses: “List of Topics” “List of Activities”Need a way of designing courses that is:Systematic

18. Integrated

19. Learning-CenteredReadiness Assessment Testwww.epsteineducation.com

20. # of SCRATCHES: # of POINTS: 1 - - - - 4 2 - - - - 2 3 - - - - 1 4 - - - - 0

21. Integrated Course Design:OVERVIEW

22. Teaching &LearningActivitiesFeedback & AssessmentINTEGRATED COURSE DESIGN:Key ComponentsLearning GoalsS i t u a t i o n a l F a c t o r s

23. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

24. Integrated Course Design:SITUATIONAL FACTORS

25. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

26. Situational Factors:Collecting information about…Specific Context

27. Expectations by people outside the course

28. Nature of the Subject

29. Nature of Students

30. Nature of TeacherSituational FactorsSpecific Context of the Teaching/Learning SituationNumber of studentsLevel of courseTime structureDelivery: Live – Hybrid – Online Expectations of Others:What expectations are placed on this course or curriculum by:Society?The University, College and/or the Department?The Profession?

31. Nature of the SubjectPrimarily theoretical, practical, or some combination?Convergent or divergent?Important changes or controversies occurring?Characteristics of the LearnersTheir life situation (e.g., working, family, professional goals)?Their prior knowledge, experiences, and initial feelings?Their learning goals, expectations, and preferred learning styles?

32. Characteristics of the Teacher(s)My beliefs and values about teaching and learning?My attitude toward: the subject, students?My teaching skills?My level of knowledge or familiarity with this subject?

33. SPECIAL PEDAGOGICAL CHALLENGEPremise:Every course has a special pedagogical challenge.

34. The teacher needs to do something about that challenge in the first week (maybe the first day) of class.

35. What is YOUR special pedagogical challenge in teaching YOUR course?

36. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

37. Integrated Course Design:LEARNING GOALS

38. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

39. FACULTY DREAMSIf you had a class that could and would learn anything and everything you wanted them to learn:What is it that you would really like them to learn?Write a paragraph or two that explains your dream. Share with others.

40. Learning HOW to LearnBecoming a better student

41. Inquiring about a subject

42. Self-directing learnersFoundational KnowledgeUnderstanding and remembering:Information

43. IdeasApplicationSkills

44. Thinking: Critical, Creative, & Practical

45. Managing projectsCaringDeveloping new…Feelings

46. Interests

47. ValuesIntegrationConnecting:Ideas

48. People

49. Realms of lifeHuman DimensionsLearning about: Oneself

50. OthersTaxonomy of Significant Learning

51. Formulating Significant Learning Goals:FOUNDATIONAL KNOWLEDGEWhat key information (facts, terms, formula, concepts, relationships) is important for students to understand and remember in the future?What key ideas or perspectives are important for students to understand in this course?

52. Learning HOW to LearnBecoming a better student

53. Inquiring about a subject

54. Self-directing learnersFoundational KnowledgeUnderstanding and remembering:Information

55. IdeasAPPLICATIONSkills

56. Thinking: Critical, Creative, & Practical

57. Managing projectsCaringDeveloping new…Feelings

58. Interests

59. ValuesIntegrationConnecting:Ideas

60. People

61. Realms of lifeHuman DimensionsLearning about: Oneself

62. OthersTaxonomy of Significant Learning

63. Formulating Significant Learning Goals:APPLICATIONWhat kinds of thinking are important for students to learn in this course? Critical thinking? Creative thinking? Practical thinking?What important skills do students need to learn? (e.g., physical, communication, “people” skills)What complex projects do students need to learn now to manage?

64. Learning HOW to LearnBecoming a better student

65. Inquiring about a subject

66. Self-directing learnersFoundational KnowledgeUnderstanding and remembering:Information

67. IdeasApplicationSkills

68. Thinking: Critical, Creative, & Practical

69. Managing projectsCaringDeveloping new…Feelings

70. Interests

71. ValuesINTEGRATIONConnecting:Ideas

72. People

73. Realms of lifeHuman DimensionsLearning about: Oneself

74. OthersTaxonomy of Significant Learning

75. Formulating Significant Learning Goals:INTEGRATIONWhat connections (similarities and interactions) should students recognize and make --Among ideas within the course? --Between the information, ideas & perspectives in this course and those in other courses or areas? --Between material in this course and the students’ own personal, social and work life?

76. Learning HOW to LearnBecoming a better student

77. Inquiring about a subject

78. Self-directing learnersFoundational KnowledgeUnderstanding and remembering:Information

79. IdeasApplicationSkills

80. Thinking: Critical, Creative, & Practical

81. Managing projectsCaringDeveloping new…Feelings

82. Interests

83. ValuesIntegrationConnecting:Ideas

84. People

85. Realms of lifeHUMAN DIMENSIONLearning about: Oneself

86. OthersTaxonomy of Significant Learning

87. Formulating Significant Learning Goals:HUMAN DIMENSIONWhat can or should students learn about themselves?What can or should students learn about understanding and interacting with others?

88. Learning HOW to LearnBecoming a better student

89. Inquiring about a subject

90. Self-directing learnersFoundational KnowledgeUnderstanding and remembering:Information

91. IdeasApplicationSkills

92. Thinking: Critical, Creative, & Practical

93. Managing projectsCARINGDeveloping new…Feelings

94. Interests

95. ValuesIntegrationConnecting:Ideas

96. People

97. Realms of lifeHuman DimensionsLearning about: Oneself

98. OthersTaxonomy of Significant Learning

99. Formulating Significant Learning Goals:CARINGWhat changes would you like to see in what students care about, i.e., feelings, interests, values?

100. LEARNING HOW TO LEARNBecoming a better student

101. Inquiring about a subject

102. Self-directing learnersFoundational KnowledgeUnderstanding and remembering:Information

103. IdeasApplicationSkills

104. Thinking: Critical, Creative, & Practical

105. Managing projectsCaringDeveloping new…Feelings

106. Interests

107. ValuesIntegrationConnecting:Ideas

108. People

109. Realms of lifeHuman DimensionsLearning about: Oneself

110. OthersTaxonomy of Significant Learning

111. Formulating Significant Learning Goals:LEARNING HOW TO LEARNWhat would you like for students to learn about… --How to be a good student in a course like this? --How to engage in inquiry and construct knowledge with this subject matter? --How to become a self-directed learner relative to this subject?

112. Taxonomy of Significant Learning

113. In a course with significant learning, students will:Understand and remember the key concepts, terms, relationship, etc.Know how to use the content.Be able to relate this subject to other subjects.Identify the personal and social implications of knowing about this subject.Value this subject and further learning about it.Know HOW to keep on learning about this subject, after the course is over.

114. Writing Significant Learning Goals for Your CourseFor one of your own courses:Write learning goals for 3 categories in the Taxonomy of Significant Learning.Preface: “By the end of the course, my hope is that students will be able to….”Suggestions:Pay close attention to your VERBS

115. High “Visibility” IndexLearning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

116. Integrated Course Design:FEEDBACK &ASSESSMENT

117. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

118. Forward-Looking AssessmentFeedback and Assessment:“EDUCATIVE ASSESSMENT”Self-AssessmentCriteria and Standards“FIDeLity” Feedback

119. Criteria and StandardsSelf-AssessmentFeedbackFeedback and Assessment:“EDUCATIVE ASSESSMENT”Forward-Looking Assessment Task

120. Educative Assessment: EXERCISESForward-Looking Assessment ActivitiesBuilding a RubricSelf-AssessmentFeedback

121. Educative Assessment: EXERCISESForward-Looking Assessment ActivitiesBuilding a RubricSelf-AssessmentFeedback

122. Forward Looking Assessment:WHAT IS IT?Identify AUTHENTIC situations where students might actually use their knowledge Create assignments and tests that require…judgment/exploration rather than reciting or restating facts.

123. integrated use of skills.Educative Assessment: EXERCISESForward-Looking Assessment ActivitiesBuilding a RubricSelf-AssessmentFeedback

124. Criteria and StandardsAll major tasks should have:2-5 CRITERIA (“yardsticks) that identify dimensions of high quality work.Each Criteria should have STANDARDS (“markers” on the yardstick) that identify levels of quality.Start by describing really good work and really poor work (= 2 standards).Educative Assessment: EXERCISESForward-Looking Assessment ActivitiesBuilding a RubricSelf-AssessmentFeedback

125. Self AssessmentHow can you create opportunities for students to assess their own work?Self AssessmentCreate multiple opportunities for students to engage in self-assessment of their performance.Students need to identify relevant criteria for assessing their work and the work of others.Students need to practice using the criteria for quality on their own work.

126. Educative Assessment: EXERCISESForward-Looking Assessment ActivitiesBuilding a RubricSelf-AssessmentFeedback

127. Feedback“Classroom Assessment Techniques” by Angelo and CrossExamples:Muddiest Point—students write down what was least clear to themMinute Paper—helps both students and professor3. Background Knowledge Probes

128. “FIDeLity Feedback”FrequentImmediateDiscriminating (based on criteria and standards)Lovingly or supportive approach used

129. Integrated Course Design:LEARNING ACTIVITIES

130. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

131. Holistic Active LearningExperienceDoing, Observing

132. Actual, Simulated

133. “Rich Learning Experiences”ReflectionAbout the…

134. Subject

135. Learning Process

136. Via: Journaling, Learning PortfoliosInformation & IdeasPrimary/Secondary

137. In-class, out-of-class, onlineEXPERIENCEREFLECTIVE DIALOGUE, GETTING INFORMATION with:& IDEAS"Doing""Observing" Self Others·Original ·Real ··Reflective ·Direct Live observationdialoguedataDoing, in thinkingDIRECTof authentic (in or out ·Original ·Journalingphenomenasettings of class)sources·Secondary data and INDIRECT,sourcesVICARIOUS·Multiple Activities that Promote ACTIVE LEARNING·Case ·Storiesstudies (can be ·accessed Gaming, via: film, SimulationsLectures, literature, ·Role playtextbooksoral history)·Course ··Students can reflect, Teacher can assign students websiteand then engage in to "directly experience" … ONLINEvarious kinds of ··InternetStudents can engage in dialogue online."indirect" kinds of experience online

138. RICH LEARNING EXPERIENCESWHAT ARE THEY?Learning experiences in which students are able to simultaneously acquire multiple kinds of higher level learning.WHAT ARE SOME EXAMPLES?In-Class:Debates

139. Role playing

140. Simulations

141. DramatizationsOut-of-Class:Service learning

142. Situational observations

143. Authentic projectsIN-DEPTH REFLECTIVE DIALOGUEWith Whom?Oneself (journaling, learning portfolios)

144. Others (teacher, other students, people outside class)About What?Subject of the Course:

145. Learning Process:

146. WHAT am I learning?

147. HOW do I learn: best, most comfortably, with difficulty, etc.?

148. What is the VALUE of what I am learning?

149. WHAT ELSE do I need or want to learn?Written Forms?One-minute papers

150. Weekly journal writing

151. Learning portfolios (end-of-course, end-of-program)The Learning Portfolio: What Is It?A flexible, evidence-based process that combines reflection and documentation.A way of engaging students in ongoing, reflective, and collaborative analysis of learning.A means of focusing on purposeful, selective outcomes for both improving and assessing learning. -Adapted from The Learning Portfolio (Anker, 2004) by John Zubizarreta

152. LEARNING PORTFOLIOS:Key Questions:WHAT Did You Learn in this course?Use the taxonomy as an organizer: What Foundational Knowledge did you learn? Applications? Integration? Etc. HOW did you learn?What helped you learn? What didn’t?

153. What does this tell you about yourself as a learner?What is the VALUE to you, of what you learned?For your - Personal life? Social/Civic life? Professional life?What is your PLAN for FUTURE LEARNING?WHAT ELSE do you want to learn?

154. HOW would you learn THAT?The Integrative Function ofLEARNING PORTFOLIOSLEARNING PORTFOLIOS

155. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

156. Integrated Course Design:INTEGRATION

157. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

158. INTEGRATING THE COURSE3-Column TableWeekly ScheduleTeaching StrategyString of Activities

159. INTEGRATING THE COURSE3-Column TableWeekly ScheduleTeaching StrategyString of Activities

160. 3-COLUMN TABLE:Learning Goals: Assessment Activities: Learning Activities:

161. Three Column Table ExamplesLook at handout

162. INTEGRATING THE COURSE3-Column TableWeekly ScheduleTeaching StrategyString of Activities

163. Week #: Mon Wed Fri

164. INTEGRATING THE COURSE3-Column TableWeekly ScheduleTeaching StrategyString of Activities

165. TEACHING STRATEGY:A particular COMBINATION of learning activities…

166. arranged in a particular SEQUENCETwo Examples:Problem-based learning

167. Team-based learning“CASTLE-TOP” DIAGRAM:A Tool for Identifying YourTEACHINGSTRATEGYMon Wed Fri Mon Wed Fri

168. TEACHING STRATEGIESQUESTION:This strategy creates a high likelihood that most students will…Be exposed to the content.Understand the content.Be able to use the content.Value the content.

169. TEACHING STRATEGIESQUESTION:This strategy creates a high likelihood that most students will…Be exposed to the content.Understand the content.Be able to use the content.Value the content.

170. INTEGRATING THE COURSE3-Column TableWeekly ScheduleTeaching StrategyString of Activities

171. XXXXXXXX

172. Learning GoalsTeaching andLearningActivitiesFeedback & AssessmentCriteria of “GOOD” Course DesignSignificantLearningIntegrationEducativeAssessmentActive LearningS I T U A T I O N A L F A C T O R SIn-Depth Situational Analysis

173. Integrated Course Design:DOES IT WORK?

174. Does It Make a Difference?Bill Weeks, University of Missouri at Rolla

175. Course: Coding in Computer Science

176. Small class (18 students), traditional time structure (M-W-F)

177. Initially: Lecture + homework

178. Results: Students overwhelmed by complexity – frustration – apathy – low course evaluationsChanges Made:1. Completely re-wrote his learning goals: (examples)For a given communication channel, students will be able to compute the maximum rate of reliable transmission

179. Students will learn how to work effectively in a group setting.

180. Students will be able to direct their own learning in relation to understanding, designing, and evaluating new codes.2. New teaching strategy: Used TBL3. Used reflective writing: Learning portfolios4. Oral presentations5. Had students re-submit their homework

181. RESULTS:Students did the readings, and did as well as before on exams of Foundational Knowledge.

182. TEACHER: “…drastic improvement in student morale…They worked harder – and reported enjoying it more.”

183. STUDENTS:

184. …an interesting learning experience I will never forget…provided me with knowledge to carry out independent study.

185. I enjoyed this course to the fullest…course was entertaining and at the same time enlightening.TEACHER’S REACTION:“Teaching such an excited group of students was an unforgettable experience.

186. It made my job seem worthwhile and very fulfilling.

187. I will be feeding off that student excitement for years.”RESOURCES FOR FURTHER LEARNING: Print Resources

188. Each Other

189. Your DreamsTHE END!Higher Education: Let’s make it all that it can be and needs to be!

190. THE END!??Higher Education: Let’s make it all that it can be and needs to be!

191. OR, A NEW START?Teaching for the 21st Century . . .

192. Please contact me at:stewart.ross@mnsu.edu507-389-1098