A community of learners improving our world Integrating Dr. Fink’s “Designing Courses for Significant Learning” into Creating Online QM Courses Robin O'Callaghan Senior Instructional Designer, QM Peer Reviewer & QM F2F Facilitator Dr. Ken Graetz WSU TLT Director A community of learners improving our world

Workshop Learning Objectives www.winona.edu Workshop Learning Objectives Summarize the importance of taxonomy integration into their online course Identify reasons why using different taxonomies with QM standards can be effective with course design Compare and contrast Fink’s Instructional Design Model and QM Identify instructional design tools that align with QM Discuss the importance of using taxonomies with QM  

Designing Courses for Significant Learning Dr. Fink www.winona.edu Initial Design Phase Situational Factors Learning Objectives Feedback and Assessment Teaching and Learning Activities Integration Intermediate Phase Course Structure Instructional Strategies Learning Activities Final Design Phase Grading System Possible Problems Syllabus Evaluation Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Designing Courses for Significant Learning Dr. Fink www.winona.edu Initial Design Phase Situational Factors Learning Objectives Feedback and Assessment Teaching and Learning Activities Integration Intermediate Phase Course Structure Instructional Strategies Learning Activities Final Design Phase Grading System Possible Problems Syllabus Evaluation Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Fink-Step 2: Learning Objectives www.winona.edu Fink-Step 2: Learning Objectives Fink Taxonomy chart to draft learning objectives that are appropriate for the course level and module level. What do you want the students to learn or retain 2-3 years from now? How do you want your students to stand out from others taking a similar course? More emphasis on critical thinking skills, application of knowledge and solving world problems. Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Bloom’s Taxonomy

Fink’s Taxonomy Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Fink Bloom

QM Standard 2 Learning Objectives www.winona.edu QM Standard 2 Learning Objectives 2.1 The course learning objectives describe outcomes that are measurable. 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. Copyright MarylandOnline 2013

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Backward Course Design Learning Objectives Identify desired results Assessment Determine evidence Learning Activities Plan learning experiences & activities

Fink-Step 3: Feedback & Assessment Procedure www.winona.edu What will students be able to demonstrate based on your learning objectives? Projects, papers, quizzes, discussions. Working backwards (starting with assessment) can help you align Learning Objectives with Assessments. Feedback should be immediate frequent and make sure it’s clear as to the different between acceptable and unacceptable work. Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Fink-Step 3: Feedback & Assessment Procedure www.winona.edu Educative Assessments-Set of feedback and assessment. Forward Thinking Assessment-questions or real-world problems. Criteria and standards for evaluating student work. Self-Assessment-students reflect on their own work or projects. Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Assessment and Feedback www.winona.edu QM Standard 3 Assessment and Feedback 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 3.3  Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy. 3.4  The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed. 3.5  Students have multiple opportunities to measure their own learning progress. Copyright MarylandOnline 2013

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www.winona.edu Step 5: Integration Make sure all your components are aligned in Steps 1-4. Key components in Steps 1-4 should be closely related and support each other. Course Matrix or Course List: List your learning objectives, identify the assessment tool that aligns with the learning objective. Next align the learning activities with the assessment tools. Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Key components must align www.winona.edu Key components must align Eight General Standards: Course Overview and Introduction Learning Objectives (Competencies) Assessment and Measurement Resources and Materials Learner Engagement Course Technology Learner Support Accessibility Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes. Copyright MarylandOnline 2013

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Fink-Step 6: Course Structure Intermediate Phase Fink-Step 6: Course Structure www.winona.edu 4-7 segments that focus on themes, concepts, topics or issues Arrange these segments into a logical sequence and decide how many weeks each segment will need. Each new segment: Introduction Opportunity to apply and use what they are learning-practice Assessment with final application As more content is delivered to your students the more complex the assignments can become. Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Structured Sequence for Course Content Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

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Quality Matters Overview Find, Buy, Build and Share Online Content www.winona.edu WeTeach Tracks One Charting your course Quality Matters Overview Find, Buy, Build and Share Online Content Communicating and collaborating with your online students Online Assessment & Feedback Connecting your students to online resources at WSU Creating a timeline for your online course

WeTeach Tracks Two www.winona.edu Initial Design Phase Situational Factors Learning Objectives Feedback and Assessment Teaching and Learning Activities Integration Intermediate Phase Course Structure Instructional Strategies Learning Activities Final Design Phase Grading System Possible Problems Syllabus Evaluation Source: Dr. Dee Fink-A Self-Directed Guide to Designing Courses for Significant Learning

Internal Review of your course Report on each standard-met or not met www.winona.edu WeTeach Tracks Three Internal Review of your course Report on each standard-met or not met Detailed report of how you might improve the “not-met” standards Create an action plan to meet any QM standards you have not met Work 1:1 with Instructional Designer External Review (TLT funding)

Workshop Learning Objectives www.winona.edu Workshop Learning Objectives Summarize the importance of taxonomy integration into their online course Identify reasons why using different taxonomies with QM standards can be effective with course design Compare and contrast Fink’s Instructional Design Model and QM Identify instructional design tools that align with QM Discuss the importance of using taxonomies with QM  

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