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

2. 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

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

4. 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

5. 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

6. 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)

7. 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

8. 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?

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

10. Your thoughts about this design process?

11. 4 tools for you Identifying Course Goals Worksheet 4 Step Guide to Course Design UD Guidelines Short Guide (for faculty)

12. 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

13. 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

14. 4 step process for course design 1.Identify overall goals 2.Specify learning outcomes 3.Determine appropriate evidence 4.Plan learning experiences and instruction

15. 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

16. 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

17. 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?

18. 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

19. 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

20. A Short Guide to Inclusive, Learning- centered Course Design REFOCUS web site: http://www.projectshift-refocus.org/ Contact me any time! Beth Harrison