Transcript Course design and re

Center for Learning and Development
Higher Order Thinking Series
Course Design and Redesign
Fall 2010
Course Design/Redesign:
I want to know…
Additional Items
• Essential course elements:
– Course description
– Measurable student learning outcomes
– Assessment and grading
– Course requirements and schedule
• Instructional strategies
• Resources
Essential Course Elements – Pt. I
• Goal (broad, abstract)
– What do you want to accomplish?
• Example:
– The goal of this course is to provide students with the fundamental
knowledge of human physiology that will serve as an essential
foundation for their future professional studies.
• Measurable Student Learning Outcomes/Objectives
(SLO’s) (specific, able to be validated)
– What are the students doing (specifically) to accomplish
this goal?
• Example:
– Students will perform clinical scenarios to correlate basic physiology
with the pathophysiologic outcomes they may encounter in the
clinical setting.
Goal
SLO
Statement
1. Describe the legal basis of health services.
2. Introduce multidisciplinary fields of inquiry.
3. Demonstrate leadership skills.
4. Feel a sense of fellowship with fellow classmates.
5. Prepare learners for future study in biomechanics.
6. Differentiate between proper and improper diagnoses.
7. Provide a foundation for examining policy perspectives.
8. Create a treatment plan.
9.
10.
Goal
SLO
Statement
1. Describe the legal basis of health services.
2. Introduce multidisciplinary fields of inquiry.
3. Demonstrate leadership skills.
4. Feel a sense of fellowship with fellow classmates.
5. Prepare learners for future study in biomechanics.
6. Differentiate between proper and improper diagnoses.
7. Provide a foundation for examining policy perspectives.
8. Create a treatment plan.
9. Goal for your course…
10. SLO for your course…
Student Learning Outcomes (SLOs)
Essential Course Elements – Pt. II
• Methods of assessing student learning
– Performance Measures: How will the SLO’s will be measured?
• Case studies
• Direct observation
• Examinations
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Multiple choice
Short answer
Essay
Oral questioning
Surveys
Simulations
Portfolios
Presentations
Self assessments
Performance projects
Rubrics
Response
Rate
Checklists
Assessment
Surveys
Goal SLO
x
Statement
1. Describe the legal basis of health services.
2. Introduce multidisciplinary fields of inquiry.
x
x
3. Demonstrate leadership skills.
x
4. Feel a sense of fellowship with fellow classmates.
x
5. Prepare learners for future study in biomechanics.
x
6. Differentiate between proper and improper diagnoses.
7. Provide a foundation for examining policy perspectives.
x
x
8. Create a treatment plan.
9. Goal for your course…
x
x
10. SLO for your course…
Performance Measure
Essential Course Elements – Pt. III
• Grading policy
• Inherent Targets
– Benchmarks for success: What constitutes success?
• Example:
– All students will achieve 80% mastery on their clinical scenario performance
project.
• Course requirements
– Expectations for academic and social behavior
• Academic integrity, attendance, tardiness, group work, behavior,
accountability, etc.
• Tentative Schedule of topics, instructors, dates,
assignments
• Feedback mechanisms
• Revision opportunities
Sample Course Syllabi Rubric
Element
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Course description
Describes course’s major areas of
inquiry. Outlines key concepts, topics,
and/or skills to be covered. Provides
context for learning and rationale for
course. Indicates course’s role in
department/degree curriculum.
Provides context for learning and
rationale for course. Outlines key
concepts, topics, and/or skills to be
covered. Indicates course’s role in
department/degree curriculum.
Describes topics to be covered. Does not
describe major skills or concepts. Does
not link course to competencies or
overarching goals.
Student learning outcomes
Are measurable and/or observable.
Progress toward more ambitious and
rigorous higher order thinking skills. Are
anchored by verbs describing what the
student will do to provide evidence of
mastery. Are grounded in departmental
and/or school-wide competencies.
Are measurable and/or observable.
Describe desired behaviors that students
will perform to demonstrate skill/concept
mastery in the course. Involve cognitive
challenge and higher-order thinking skills.
Are not measurable or observable. Do
not describe behaviors that students will
perform in order to demonstrate higher
order thinking. May describe content to
be covered rather than student learning
outcomes.
Assessment and grading policy
Thoroughly describes each assignment.
Describes all assignments. Grading
Describes grading policy and philosophy policy is defined, and point’s distribution
clearly and concretely. Expectations for
is explained.
all forms of assessment (e.g.,
assignments, exams, group projects, etc.)
are clear.
Assessments are not defined. Grading
policy is either not explained or is defined
in vague terms.
Course requirements
Clearly and thoroughly outlines
requirements for success in course.
Specifically and concretely describes all
expectations for academic and social
behavior. Details policies related to
lateness, attendance, group work,
citations, etc.
Clearly outlines expectations related to
class participation, group work,
assignments, etc. Defines policies related
to lateness, attendance, group work,
citations, etc.
Describes expectations in general terms
(e.g., “You should come to class
prepared”). Does not specify course
policies.
Course schedule
Lists learning objective(s) for each week
in addition to topics. Cites related
readings, both required and
supplementary, for each week and any
relevant assignments due.
Lists topics and learning objectives to be
covered each week. Identifies required
readings and any relevant assignments
due.
May list topics to be covered but does not
specify a schedule for learning.
Success is a work in progress
The Big Picture
3 major questions to ask yourself when
designing a course:
Goals & Objectives
• Where are we going?
• How will we know when we have arrived?
• How will we get there?
Assessment
Instructional Strategy
Significant
Learning
Outcomes
Engaging
Learning
Activities
Continuously
align and improve
course components
to maximize significant
learning
Situational Factors
Informative
Learning
Assessment
Strategy/Activity Planning Sheet
Goal
SLO
Assessment
Instructional
Content/
Strategies/Activities Resources
Do they align?
SLO
Name the 5 types of white blood cells in
peripheral blood.
Assessment Multiple-choice quiz
Strategy
Demonstration to learner of each cell type on
stained blood film.
Do they align?
Objective
Evaluate/interpret given patient blood cell
differential reports and conclude each report to
be consistent or inconsistent with a specific
cited pathological condition.
Assessment Patient reports for students to determine
whether each is consistent with a pathological
condition and provide rationale
Strategy
Learner views videotapes detailing protocols
for treatment of disorders.
It’s a complex world.
Five Principles of Good Course Design
1. Challenges students to higher order learning.
2. Uses active forms of learning.
3. Gives frequent and immediate feedback to
students on the quality of their learning.
4. Uses a structured sequence of different
learning activities.
5. Has a fair system for assessing and grading
students.
Passive Learning
Receiving
information &
ideas
Active Learning
Experience
Dialog
Doing
Self
Observing
Others
Higher Order & Active Learning
• Rich Learning Experiences
• In-depth Reflective Dialogue
What are possible instructional strategies?
Instructional Strategies
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Case study
Problem-based learning
Experiential learning
Simulation; role playing
Debate & discussion
Journaling
Collaborative learning
http://www.utexas.edu/academic/ctl/criticalthinking/#Explore/Tags/holleranListening
Strategy/Activity Planning Sheet
Goal
SLO
Assessment
Instructional
Content/
Strategies/Activities Resources
Course Design/Redesign Resources
• UNTHSC SLO Generator:
http://www.hsc.unt.edu/qep/slo.html
• UNT N-Gen Initiatives: http://qep.unt.edu/what_is_ngen.html
• Planning Your Course: A Decision Guide
http://www.ohio.edu/gened/help/loader.cfm?url=/co
mmonspot/security/getfile.cfm&PageID=13950
• Duke University Faculty Development Module on
Curriculum Design
http://cfmmodules.mc.duke.edu/curriculum/index.htm
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Contact Information:
Christine Savi, PhD
Kun Huang, MEd
Location: LIB-448
Phone: 817.735.2970
Email: [email protected]
Website: http://www.hsc.unt.edu/qep/index.cfm