Course Design: Learning Outcomes
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On create learning outcomes that will can be the foundation for the rest of your course development. Slides in support of workshop described at http://wp.me/p1Mdiu-rQ.
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Teaching Language through Content (CBI)
This document outlines the key aspects of content-based instruction and provides an example thematic unit on corporate social responsibility for an ESL class. It discusses integrating language learning objectives with content objectives from other disciplines. The selection and sequencing of language is driven by authentic texts related to the content theme. An example unit immerses students in research on different companies' social responsibility policies through readings, videos, website analyses and culminating in a project comparing policies across companies. Challenges and best practices for developing content-based thematic units are also addressed.
Navigating the Changing World of Adult Learning
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
developing courses.pdf
This document provides an overview of a workshop on curriculum planning and course design. The workshop aims to help participants understand what curriculum entails beyond just content, and identify different components for designing a course that actively engages students. It discusses defining curriculum, Schwab's curriculum commonplaces of the teacher, student, subject matter and milieu. Participants reflect on these factors and how to select essential content and learning outcomes. The workshop also addresses assessment, learning activities, resources and the importance of front-end analysis to guide course planning decisions.
Instructional Design Training.ppt
The document provides an overview of instructional design including definitions, history, theories, models, and processes. It defines instructional design as the systematic development of instruction through analysis of learning needs, goals, delivery methods, and evaluation. The ADDIE model of analysis, design, development, implementation, and evaluation is described as a common instructional design process. Learning theories including behaviorism, cognitivism, and constructivism and their implications for instructional design are also summarized.
[1 8]designing instructional design emerging issues
This document discusses instructional design and constructivism. It begins by defining instructional design and outlining its historical foundations in behaviorism and systems approaches. It then discusses constructivism as an influential learning theory, noting that it poses challenges for instructional design since it is not itself a design theory. The document argues that instructional designers must translate constructivism's principles into pragmatic design approaches focused on moderate constructivism. Overall, it examines the relationship between learning theories like constructivism and their application in instructional design models and processes.
How to do backward curriculum design - Inskip & Hicks
The document describes a masterclass on backward curriculum design. It will focus on explaining the backward design approach developed by Wiggins and McTighe, which uses learning outcomes to determine assessment and content. Attendees will learn how to devise learning outcomes, assessment, and content for a lesson plan using this approach. The masterclass will be practical and allow participants to create a backward-designed lesson plan for use in their own teaching.
Curriculum Models & Taxonomies of Learning
This document discusses different curriculum models and taxonomies of learning. It begins by defining curriculum and considering factors that inform curriculum design such as views of knowledge, learning, and the learner. It then describes several curriculum models including content/product, process/development, positivist, interpretivist, procedural, descriptive, conceptual, and critical. It also discusses educational taxonomies like Bloom's Taxonomy and Biggs' 3P Model that define learning objectives and outcomes. Finally, it provides an overview of Tyler's behavioral approach to curriculum design and learning taxonomies focused on cognitive development versus more holistic models like Fink's Taxonomy of Significant Learning.
Yana - Education conference mdx
This document proposes methods for creating supportive learning environments that encourage creativity in the classroom. It discusses establishing teacher-student relationships, communication, and peer learning activities. It recommends developing clear lesson plans focused on higher-order thinking, utilizing e-learning platforms for ongoing activities, and implementing formative assessment and self-regulated learning to empower students. While large class sizes and a focus on exams can hinder these efforts, the presenter responds that even small changes can promote creativity if modeled effectively for students.
Critical curriculum design
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
What is-critical-thinking
This document provides an overview of a session on introducing the University of Louisville's "Ideas to Action" initiative and defining critical thinking. The session objectives are to introduce I2A, have participants define critical thinking both individually and in groups, clarify I2A's definition of critical thinking, and explore how participants can promote critical thinking in their work. I2A is UofL's plan to enhance student learning and engagement, and progress must be shown to accreditors by 2012. Research presented finds that student involvement in co-curricular activities significantly improves critical thinking. The session discusses relating I2A to connecting academic and practical skills, assessing student learning outcomes, and defining critical thinking as an intellectually disciplined process
Faculty learning communities
The document discusses faculty learning communities (FLCs), which are groups of faculty members who collaborate to improve teaching and learning practices. There are two types of FLCs: cohort-based, which address needs of specific faculty groups, and topic-based, which design curriculum around teaching/learning needs. The document provides frameworks for analyzing, designing, implementing, and assessing FLCs. It emphasizes that FLCs can help faculty build collegial communities, engage in professional development, and create better learning environments for students.
History, theories and models of instructional designing
The document provides an overview of the history and theories of instructional design. It discusses early influences, the programmed instruction movement from the 1950s to today, and three major learning theories (behaviorism, cognitivism, and constructivism) and their implications for instructional design. It also describes several instructional design models, focusing on the ADDIE model which is a systematic process of analysis, design, development, implementation, and evaluation used to create effective training and learning.
Evolution of Digital Storytelling at Mercy College
Mercy College began exploring the use of digital storytelling (DS) in 2010 through a faculty learning community focused on critical inquiry. Faculty learned about DS through workshops and training, seeing its potential to empower students' voices and address learning outcomes. An initial pilot with freshman seminar courses was successful, leading to more faculty adopting DS and presenting on their experiences. While scaling DS campus-wide faced challenges like resources and support, its early successes helped gain administrative backing and spread adoption across departments.
Instructional models
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
Designing Blended Learning Experiences for the Language Classroom
This document discusses frameworks for designing blended learning experiences. It covers Fink's model of significant learning experiences which involves identifying learning goals, assessment, teaching activities, and integrating components into a coherent course. The document also discusses frameworks like 21st century skills and change management. Examples are provided of how concepts like backward design, convergence/divergence tasks, and peer teaching can be applied in blended learning courses.
EDT 5100 NOTES.docx
The history of instructional design transitioned from a focus on skills development and knowledge acquisition in the 1950s-1960s based on behaviorism, to a more learner-centered approach influenced by constructivism in the 1990s-present. Contemporary trends integrate social media, cloud-based services, and data-driven personalization to improve the learner experience. Major developments included programmed instruction in the 1950s, models identifying learning domains in the 1960s, and the rise of computer-based learning and online learning from the 1970s-2000s.
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Creating Significant Learning Enviroments (CSLE) 2 day workshop @ BCIT
Creating Significant Learning Enviroments (CSLE) 2 day workshop @ BCIT
Backward Design by Tracey Tokuhama-Espinosa, Ph.D. 2017
Backward Design by Tracey Tokuhama-Espinosa, Ph.D. 2017
[1 8]designing instructional design emerging issues
[1 8]designing instructional design emerging issues
How to do backward curriculum design - Inskip & Hicks
How to do backward curriculum design - Inskip & Hicks
History, theories and models of instructional designing
History, theories and models of instructional designing
Evolution of Digital Storytelling at Mercy College
Evolution of Digital Storytelling at Mercy College
Designing Blended Learning Experiences for the Language Classroom
Designing Blended Learning Experiences for the Language Classroom
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Brainstorming - A Class Session Design Guide
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Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.Microaggressions Table
Microaggressions Table adapted by Patricia A. Burak, Ph.D., Tae-Sun Kim, Ph.D., Amit Taneja, Doctoral Candidate - all at Syracuse University, 2009. Based on Derald Wing Sue's “Racial Microagressions in Everyday Life: Implications for Clinical Practice.” American Psychologist (2007): 271- 286.
Amy Haddad: Difficulty Paper Handout for Students
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Best practices for large lecture courses with diverse student learners
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1. Set a positive tone by being fully prepared, treating students with respect, and showing enthusiasm for the subject matter. Your attitude will significantly impact students' experience.
2. Assume all students are capable and motivated, though not necessarily to learn the specific subject. Do your best to engage students and facilitate different levels of learning without forcing any student to achieve a high grade.
3. Be considerate of students' busy schedules by planning reasonable workload and following university guidelines. Changes to expectations can disadvantage some students.
Strategies for Beginning to Establish a Digital Presence
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Tuesday, November 12, 3:00 - 5:00pm | 3-180 Keller Hall
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Teaching that sicks Jane O'Brien slides
Here are some additional credible resources for designing authentic learning tasks:
- Project-based Learning Lab at Buck Institute for Education (bie.org) - Provides examples of authentic, project-based learning units and lessons across various subject areas.
- Edutopia (edutopia.org) - Offers best practice guides and videos showing examples of authentic assessments being implemented in K-12 classrooms.
- Grant Wiggins' Authentic Education website (authenticeducation.org) - Includes articles and resources from Wiggins on understanding and designing authentic tasks.
- Quality Matters Higher Education Rubric Standards (qualitymatters.org) - Benchmark standards for course design that emphasize using authentic activities to assess learning.
Teaching that sticks! Christina slides
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
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Slides supporting workshop presented at the Institute on the Environment's 2012 Sustainability Across the Curriculum Workshop on 8 June 2012. Effective power point presentation guidelines
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Course Design: Learning Outcomes
- 1. Learning Outcomes Jeff Lindgren Assistant Director Center for Teaching and Learning lindg027@umn.edu
- 2. What are learning outcomes? “Learning outcomes or learning goals are goals that describe how students will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.” Suskie (2009, p. 116)
- 3. Avoid pitfalls. • “Twin sins” of course design (Wiggins and McTighee (2005) – aimless coverage of content – Isolated (though possibly engaging) activities that are disconnected from goals • Only “understand-and-remember” type of learning goals (Fink, 2003)
- 4. Try to integrate potential learning goals from internal and external resources. Possible internal resources: Your college’s mission statement, vision statement, and strategic goals. UM student learning and development outcomes Possible external resources Goals from relevant disciplinary associations and acreditors Suskie (2009, p. 116)
- 5. Begin your course design by developing learning outcomes Fink (2003)
- 6. Taxonomy of Significant Learning • Write learning outcomes using the “Questions for Formulating Significant Learning Goals” worksheet. • Fink (2003)
- 7. Big ideas are like “conceptual velcro” • Consider identifying a few big ideas and then design around them. Big ideas should answer: – What is most important here? – How do the pieces connect? – What are the priorities?
- 8. Clarifying content (and learning goal) priorities Worth being familiar with Important to know and do Big ideas and core tasks Wiggins and McTighee (2005)
- 9. Consider using questions to frame big ideas • Big idea: What are the three branches of government. (Question: How might a government guard against abuse of power? ) Wiggins and McTighee (2005)
- 10. Workshop • Step 1: Clarify content priorities/identify big ideas • Step 2: Use questions to frame the big ideas
- 11. Bibliography • Fink, D. (2003) Creating Significant Learning Experiences: an Integrated Approach to Designing College Courses. San Francisco: Jossey Bass http://www.finkconsulting.info/publications.html • Wiggins, G & McTighe, J. (2005). Understanding by Design (2nd ed.). Upper Saddle River: Pearson. • Suskie, L. (2009). Assessing Student Learning: a Common Sense Guide (2nd ed.). San Francisco: Jossey-Bass.