Designing for Learning Tools to Help Faculty Design More Inclusive Courses Beth Harrison, PhD University of Dayton

Learning outcomes Participants will leave this session with – An understanding of the course design process and how concerns for accessibility can (should!) fit into that process – A set of tools for working with faculty to (re)design their courses with accessibility/inclusive design in mind

Agenda 1)Course design Conventional (?) design process vs. Backward design process 2)4 tools to help you and your faculty Practice

Assumptions Many institutions want faculty to: – Focus on student learning – Make assessment central Most faculty ARE interested in having their students do well, but they don’t know how Concern for inclusive design can be a natural part of course design

Conventional course design? design Initial impetus Iterative creation process: syllabus teach Follow the syllabus Assignments, quizzes, tests, projects grade Final exam, final grade Reflection: next time

Backward course design 1 Learning Outcomes What do I want my students to know, be able to do, value? Course goals Student Learning Outcomes (SLO)

Backward course design 1 Outcomes What do I want my students to know, be able to do, value? Student Learning Outcomes (SLO) 2 Assessments How will I know my students have attained my SLOs? Observable evidence

Backward course design 1 Outcomes What do I want my students to know, be able to do, value? Student Learning Outcomes (SLO) 2 Assessments How will I know my students have attained my SLOs? 3 Content What do my students need in order to learn and demonstrate their learning toward the SLOs?

Backward course design 1-Learning outcomes 2-Assessments *inclusive design 3-Content *inclusive design 4-Teach, assess, reflect *inclusive design

Your thoughts about this design process?

4 tools for you Identifying Course Goals Worksheet 4 Step Guide to Course Design UD Guidelines Short Guide (for faculty)

Identifying Course Goals worksheet Layers of importance – Enduring understandings: What do I want my learners to remember in 3 years? Absolutely central – Important to know and do – Worth being familiar with Learning = knowledge, skills, values

Let’s try it Think of a course or workshop – you already teach – you would like to teach Use the worksheet to identify the enduring understandings you’re aiming for

4 step process for course design 1.Identify overall goals 2.Specify learning outcomes 3.Determine appropriate evidence 4.Plan learning experiences and instruction

4 step process for course design 1)Identify overall goals Goals = general: big ideas, enduring understandings 2)Specify learning outcomes (SLO) SLO = specific, observable, result of learning Knowledge, skills, values/dispositions

4 step process for course design 3)Determine appropriate evidence  How will you know? What will you accept as evidence?  How will you ensure equitable opportunity to demonstrate learning?  Multiple measures give a more valid view

4 step process for course design 4)Plan learning experiences and instruction  What information and experience do students need to achieve your SLOs?  What sequence of activities will best prepare students for your assessments?

Inclusive Design guidelines Flexibility and multiplicity in – Presentation and acquisition of information – Modes of engagement (physical, mental, emotional) – Products and activities – Assessment and evaluation (testing) Adapted from Ivy Access Initiative

Faculty Development Tip  Faculty have different learning preferences—surprise!  Some want a checklist of what to do, others hate checklists  ID/UD is about creativity, not simply rules

A Short Guide to Inclusive, Learning- centered Course Design REFOCUS web site: Contact me any time! Beth Harrison