1. Instructional Design & Evidence-Based Methods
Eric Kyle
Ganesh Naik
Spring 2015
College of Saint Mary
Omaha, NE
Instructional Design & Evidence-Based Methods

2. Our Goals For This Module
A broadening experience
To learn about the basic stages that we go through when creating our courses
To reflect on some of the different elements that are important to consider when developing a class
To understand some of the different methods by which we can design these elements
To consider how we might begin to incorporate evidence- based methods into our course design processes

3. Introducing “ADDIE” A – Analysis D – Design D – Development
I – Implementation
E - Evaluation

4. Some Elements to Consider…

5. Different Methods To Guide Us
(7 minutes)

6. A Case Example: Ganesh’s “Data Driven” Chemistry Class
Starts with basic course content
Then, by engaging with students, reflect on what students are interested in, what they are understanding, etc.
Next class then builds on these emerging directions and links in real-world examples from news stories, documentaries, etc.
Class continues as a dialogue between course content and student engagement

7. Broader Factors That Can Influence Us

8. Evidence-Based teaching
There are at least 3 ways to engage in evidence-based course design and development:
Before: Turning to Educational Research & Practice Journals
During: Formative Assessments & Data Gathering in Class
After: Summative, After the Class Has Ended, Reflections & Evaluations

9. Evidence-Based teaching - Before
When Turning to Educational Research & Practice Journals, Look for…
Classes similar to your own (i.e., discipline-specific)
Student demographics that match
Strategies that had a “significant” impact
Knowing a Philosophy of Science

10. Evidence-Based teaching - During
Formative Assessments & Data Gathering in Class, Examples Might Include:
Student introductions and background – particularly in relation to course content
Pre- and Post-Assessments to gauge where they are, how they are progressing, and the impact that the class is having
End of class/unit exit surveys
Takes a Willingness to be Flexible and to Adapt the Class in Real-time (harder for online classes?)

11. Evidence-Based teaching - After
Summative, After the Class Has Ended, Reflections & Evaluations
What worked well and what didn’t?
How did students do in relation to the objectives?
Which part(s) of the course need to be changed?
What are students saying about the course?
What additional resources/help might you need to rethink part(s) of the class?
Course design is a journey, not a destination…

12. Evidence-Based teaching – Experiment!
Consider Approaching Your Own Classes as an “Experiment”
Try different methods and strategies out
Compare and contrast the effects of different activities with one another for similar units
Use pre- and post-assessments to help you better gauge the impact of these
View your class as an opportunity for SoTL Projects
Of Course, Adhere to IRB and Ethical Standards When Doing This and Ask for Help & Guidance
Overall, the goal is to better understand what makes for higher quality courses for our students

13. Wrapping Up
Developing courses is a complex, iterative set of processes
It takes ongoing time, support, intentionality, etc.
Where do you feel like you need more help for your own course design and delivery?
What practices, strategies, resources, etc. are helping you with all of this?