An Overview of Course Design:Planning for Significant Learning

Prudence Merton, PhDRob Schadt, Ed.D.Karen Tombs, EdDJames Wolff, MD, MPH

Muhimbili University School of Public Health and Social Sciences

January 7, 2011

Workshop Learning Outcomes

Participants will be able to

Describe a process of course design Identify the situational factors that effect

the design of their course Identify characteristics of effective

learning outcomes Write learning outcomes and evaluate

their quality against those characteristics Improve learning outcomes

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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

What is Significant Learning?

Ask, “What would I like the impact of this course to be on students 2-3 years after the course is over?”

(“What would I like students who have taken this course to be able to do?”)

ActivityActivity

Barriers to Designing Courses for Significant Learning

“I want to expose my students to…”

“I want to teach my students about…”

“I want to show my students that…”

When we focus on content coverage Course organization and syllabi are viewed

as topic lists Misperception that

amount covered = amount learned Assessments focused on reiteration Assumption that content knowledge means

that students can apply knowledge(problem solving ability)

Barriers to Designing Courses for Significant Learning

When we have laudable, but vague goals beyond content mastery I want my students to think like scientists I want my students to see that HIV-AIDS is

a complex social, cultural, medical and political issue

Barriers to Designing Courses for Significant Learning

When we have a small “Teaching Toolbox” If all you have is a hammer… If the only teaching strategy you have is

lecture… When we view assessment as only tests

Barriers to Designing Courses for Significant Learning

When there’s a failure to think beyond the end of the module, course or program Students: take exam, get grade, sell the

book Faculty: seldom ask themselves how they

might help students be better prepared for future tasks.

Barriers to Designing Courses for Significant Learning

IntegratedIntegrated CourseCourse DesignDesign

Learning Goals

Learning Activities

Feedback/Assessment:

Situational Factors

Activity

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…If exam asks content-based, and “thinking” questions…

Lack of Integrated Course DesignLack of Integrated Course Design

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…If exam asks content-based, but not “thinking” questions…

Lack of Integrated Course DesignLack of Integrated Course Design

Course Development CyclePersonal Instructional Strategy

What will the students know, be able to do with what they know when they

complete my course?

What evidence do the students and instructors have of success?

How will I conduct class to assist students

in their learning/success?

Are the students meeting the learning outcomes and succeeding?

What is working or not working in my course?

What changes will be incorporated in the

next course offering?

STUDENTLEARNING OUTCOMES& CHOOSE CONTENT

Assessment

Learning Activities

ReflectionDocumentationSoTL Project

Course Portfolio

Syllabus

The Difference in Setting Student-Focused Overarching Goals

Teacher-focused view: Provide students with an introduction to the geology of environmental issues and geologic hazards.

Student-focused view: (Student will be able to -)Assess the hazard potential of an area and take that into account when choosing a piece of property for purchase. or Evaluate the validity of a news report related to the environment or Prepare a scientifically sound argument on a local environmental issue to present at a town forum or in a town newspaper.

Goals Phrased as Students Being Able to Do Something

What do you want students to do after they have taken your course?

Which would you rather have?

I want my students to have a strong background in…

I want my student to use their strong background in order to do…..

Bloom’s Taxonomy of Learning

Knowledge (meaning recall knowledge) Comprehension Application Analysis Synthesis Evaluation

HandoutHandout

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

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

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

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

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

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

Now it’s Your Turn…

Write one learning outcome for your course…

Session

Session

Module LOs

Session

Session

Module LOs

Session

Session

ModuleLOs

Session

Session

Module LOs

Course Learning Outcomes

FoundationalLearning

Outcomes

Mediating Learning

Outcomes

Overarching Learning Outcome

.

.

.

..

.

Some Guidelines for Writing Learning Outcomes

Focus on the student as the performer What is a student expected to be able to do? How is a student expected to be able to think?

Contain a verb describing an observable action The verb is selected based on the desired level of

performance (e.g. Bloom’s taxonomy of cognitive levels) Can the outcome be assessed? (Must all our learning

objectives for students be measurable?)

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REVISED BLOOM’S TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. 

EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging 

 AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding 

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing, charting, developing UnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining RememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding, defining 

Learning

Outcome

Worksheet

Cognitive Process Dimension

Remember Understand Apply Analyze Evaluate Create

Kn

owle

dge

Dim

ension

Factual

Conceptual(categories, classifications, relationships)

Procedural(knowing how to do something)

Metacognitive(how one learns, what one knows, evaluating value of a task, knowing own capabilities)

Revise your first learning outcome and construct another learning outcome for your class

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Activity

Dealing With “Understand” in Outcomes

How do you write outcomes when you want students to “understand” a complex concept, system, or process?

Identify specific tasks that indicate “understanding” Specify outcomes for each task

Similar comments apply to “know,” “appreciate,” “value,” “learn,” “demonstrate understanding,” “grasp”

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Example: “Understand” in Outcomes

In our computer architecture course we want students to “understand” a sample architecture made up of several modules

What would students be able to do if they “understood” (outcomes) Students should be able to identify:

All the modules and interconnecting signals

Modules involved in a given system-level operation

Output values for a given input values for each module

Sub-module changes given a system level change…

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Single, to Set, to Course Outcomes

Many fundamental outcomes in a whole course can be overwhelming and unmanageable

Use a “piecemeal” approach, start with a “chunk” (modules, topical areas)

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Writing a Set of Learning Outcomes

For your course think of a significant chunk/unit of the course

Write down a set of learning outcomes for the chunk/unit.

Cardinal rules Action verb Student as the performer

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Team Exercise

Task Write 3 or 5 guidelines for good set of learning outcomes

What are the common features of a set of learning outcomes?

What should a set of learning outcomes look like?

Method Brain storm individually -- 2 minutes Form teams of 3-4 people Establish consensus as a team -- 8 minutes Report team results in large group

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Guidelines from Teams

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Pair Exercise

Exchange your learning outcomes with another participant

Provide constructive feedback based on guidelines we developed

10 minutes

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Individual Exercise

Revise your learning outcomes based on guidelines and feedback

Report on biggest improvement

10 minutes

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What purposes do learning outcomes (goals/ objectives) serve?

• For students

• For faculty

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Learning Outcomes

Outcomes help students: Clarify personal learning goals Relates course to big picture of profession Provides a guide to learn against – measure success Recognize significance of actions of instructor Expectations, benefits, motivation and relevance Something tangible/course deliverable Reduce anxiety – improve studying

Outcomes help instructors: Bridge courses Milestones/guideposts for activities for measurement Roadmap Design/evaluate – homework/activities/assessments Identify task/techniques to get the point across

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A Taxonomy of Significant Learning

Learning How to Learn

Foundational Knowledge Caring

Application

IntegrationHuman

Dimension

A Taxonomy of Significant Learning

FOUNDATIONAL KNOWLEDGEUnderstanding and remembering:•Information•Ideas

A Taxonomy of Significant Learning

APPLICATIONSkillsThinking:

•critical, •creative,•practical

Managing projects

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

A Taxonomy of Significant Learning

INTEGRATIONConnecting:

•Ideas•People•Realms of life

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

A Taxonomy of Significant Learning

Human DimensionLearning about•Oneself•Others

• Leadership

• Multi-cultural education

• Working as a member of a team

• Embodying environmental ethics

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

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 foundation 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”

It is better to concentrate on a few, well-chosen assignments and exams than to proliferate ill-conceived ones. Sometimes, “Less is more”

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

Communication

Basic Mode: Traditional Lecture Method

Class Student(s)Alone

TeacherAlone

First ExposureFirst Exposure

ProcessProcess

Response

Basic Mode: Interactive Method

Student(s)Alone

TeacherAlone

First ExposureFirst Exposure

ProcessProcess

Response

Class

One last question…

As you enter the classroom, ask yourself this question:

“If there were no students in the classroom, could I do what I am planning to do?”

If the answer to this question is yes, don’t do it.

(Novak et al, 1999, Just in Time Teaching)