1. An Overview of Course Design: Planning for Significant Learning May 28, 2009 Rob Schadt, Ed.D. Office of Teaching, Learning and Technology BU School of Public Health

2.  Describe and explain elements of an “integrated” course design and apply to new or existing courses  Identify the elements of a taxonomy of “significant learning” and apply this to our existing goals My goals during the session:  Introduce the “Self-Directed Guide to Designing Courses…”, a tool to facilitate systematic, effective and integrated course design  Through a series of guided questions, stimulate participants to reconsider existing course goals, activities and objectives Workshop Goals

3.  Describe and explain elements of an “integrated” course design and apply to new or existing courses  Identify the elements of a taxonomy of “significant learning” and apply this to our existing goals My goals during the session:  Introduce the “Self-Directed Guide to Designing Courses…”, a tool to facilitate systematic, effective and integrated course design  Through a series of guided questions, stimulate participants to reconsider existing course goals, activities and objectives

4. This session relies on “The Self Directed Guide to Designing Courses for Higher Level Learning” by Dee Fink, Director of the Instructional Development Program at Oklahoma University. Workshop Resources Find it at: www.ou.edu/idp/significant/selfdirected1.pdf

5. Integrated Course Design Learning Goals Learning Activities Feedback/ Assessment: Situational Factors

6. Learning Goal: Learn content and think critically Teaching/Learning activity: Lecture Feedback/Assessment: Midterm exam with thinking and content- related questions Learning Goals Learning Activities Feedback/ Assessment If exam asks content-based, and “thinking” questions… Lack of Integrated Course Design

7. Learning Goal: Learn content and think critically Teaching/Learning activity: Lecture Feedback/Assessment: Midterm exam only content-related questions Learning Goals Learning Activities Feedback/ Assessment If exam asks content-based, but not “thinking” questions… Lack of Integrated Course Design

8. Bloom’s Taxonomy of Learning n Knowledge (meaning recall knowledge) n Comprehension n Application n Analysis n Synthesis n Evaluation

9. Knowledge: Recall data or information Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. Bloom’s Taxonomy of Learning

10. Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Bloom’s Taxonomy of Learning

11. Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee ís vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Bloom’s Taxonomy of Learning

12. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Bloom’s Taxonomy of Learning

13. Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Bloom’s Taxonomy of Learning

14. Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Bloom’s Taxonomy of Learning

15. A Taxonomy of Significant Learning Learning How to Learn Foundational Knowledge Caring Application Integration Human Dimension

16. A Taxonomy of Significant Learning FOUNDATIONAL KNOWLEDGE Understanding and remembering: Information Ideas

17. A Taxonomy of Significant Learning APPLICATION Skills Thinking: critical, creative, practical Managing projects

18. A Taxonomy of Significant Learning Caring Developing new interests feelings values Become excited about a certain activity Desire to be a good student Developing a commitment to live a more healthy lifestyle

19. A Taxonomy of Significant Learning INTEGRATION Connecting: Ideas People Realms of life

20. A Taxonomy of Significant Learning LEARNING HOW TO LEARN Becoming a better student Inquiring about a subject Self-directing learners How to inquire and construct knowledge How to be a good student How to pursue self-directed learning

21. A Taxonomy of Significant Learning Human Dimension Learning about Oneself Others Leadership Multi-cultural education Working as a member of a team Embodying environmental ethics

22. A Taxonomy of Significant Learning

23. The “Assignment-Centered Course”  Review: What Learning Do I Want?  Create a Course Skeleton Showing Major Assignments and Exams That Will Teach and Test the Learning; Insert Them in the Week in Which They Are Due Plan Major Assignments and Exams that Will Teach and Test the Learning You Want

24. Premiere Planning Production of Graphics and Media Elements Combining the Elements Interactivity Presentation Evaluation Class 1 Overview Introductions Class 2 Proposal Class 4 & 5 Working with Images Class 6 Midterm Working with Sound Class 7 & 8 Working with Moving Images Class 3 Flowcharts & Storyboards Class 9, 10 &11 Web Publishing Class 12 and 13 Consultation/Fine tuning Advanced Techniques Class 14 Final Presentations Peer Reviews via e-mail CM 510-E1 Computers in Communication Proposal Flowchart/ Storyboard Audio Spot Video Spot Web Site Interactive Pilot Project In class – lecture, demo, guided practice Outside class – project based assignments

25. Ask These Questions about Assignments  Validity: Are the assignments likely to elicit the kind of learning you want? Consider the context in which students produce work: time frame, level of memorization required, accessibility of help, likely work strategies (situational factors) Workload: Are the assignments and exams manageable in terms of number, type, length, and spacing across the semester? It is better to concentrate on a few, well-chosen assignments and exams than to proliferate ill-conceived ones. Sometimes, “Less is more”

26. Consider Times and Spaces for Learning  Aspects of the Learning Process: First exposure: student first hears/sees new information, concepts, procedures, etc. Process: student applies, critiques, contrasts, synthesizes, argues, analyzes, etc. This usually results in a product: test, exam, assignment, lab or clinic performance, etc. Response: Teacher, assistant, or peer responds to the product

27. Communication Basic Mode: Traditional Lecture Method Class Student(s) Alone Teacher Alone First Exposure Process Response

28. Basic Mode: Interactive Method Student(s) Alone Teacher Alone First Exposure Process Response Class

29. Basic Principles for Using Time and Space 1. Increase student time on task 2. Involvement is the key to student learning 3. Invest teacher time in the most difficult aspects of learning and/or aspects of technology that TAs or students cannot do alone 4. Use peers or TAs appropriately; train and guide them for their tasks 5. Make students responsible for first exposure in their own time or with TAs and peers Daily assignments that count Guidance as needed: Handouts, interactive software, TAs, peers 6. Use technology to create, expand and enhance space/time and to accomplish all of the above

30. Four Questions Faculty Should Ask  Does the strategy help to build engagement and community in the classroom?  Does the strategy lead to enhanced student learning?  Does the strategy fit my philosophies, priorities, and styles of teaching?  Is it Feasible? Is the strategy consonant with time pressures and other constraints? What equipment, training, or other resources are required?