Course Name: Cow-se Design Institute

Course Designer: Dan Apple and Steve Beyerlein

Course Description: Explore and apply a course design methodology that clearly articulates learning out­comes, knowledge elements, course activities, performance expectations, and performance measures that justify use of in-class and out-of-class time as well as docmnent achievement for students in the course as well as other faculty members.

Vision: Inspire faculty members to invest time in course design as the foundation for producing intended learning and development of learners

I Step 1 : Long-term Behaviors

Instructional designers that are:

1. Outcome driven, where c1ment and future performance is envisioned through clearly stated learning outcomes and long-tenn behaviors.

2. Sensitive to learner and teacher challenges resulting from prior preparation and experiences.

3. Mindful of relevant learning theory and research-based practices in the educational literature.

4. Systematic in their integration of process and content that in tum produces significant learning and growth.

5. Thoughtful in their inclusion of assessment and evaluation in the learning process to promote higher levels of performance.

6. Consistent in their focus on meaningful and measurable performance criteria throughout the course.

7. Transparent in their designs by producing syllabi that cornrnw1icate the design and implementation to al! of the stakeholders for the cow-se.

8. Committed to continuous review and refinement of the design process to maximize its efficiency and effectiveness.

j Step 2: Course Intentions

1. Challenge the fallacy that a textbook alone is the curriculum of a course, rather than just a resource for learning.

2. Increase awareness of and motivation to embed process elements in course design.

3. Introduce an effective and efficient course design process that compels faculty to want to use it for every course they teach.

4. Advance institutional processes for stating and measuring course learning outcomes.

Broad Learning Goals

l. Clarify long-tenn. behaviors that should be cultivated within a course

2. Write learning outcomes for a course that include attention to process development, experiences, and integrated perfmmances

3. Construct knowledge tables that prioritize different types of learning by types of knovvledge

4. Create methodologies for improving proficiency with key processes underlying a course

5. Identify sets of transferable learning skills which when emphasized throughout the course can aug­ment mastery of content as well as learner perfonnance in other settings.

6. Build a table of learning activities to structure the use of learner time by integrating process and con­tent elements in a sequential manner

7. Formulate performance criteria and align a set of performance measures that document different levels of student success

8. Construct supporting feedback systems involving assessment and evaluation

9. Compose syllabi that clearly corrummicate course design to the learner as well as other instructors.

Step 3: Learning Outcomes

Competencies

Movement

Accomplishment

Experience

Integrated Performance

I . Identify learning outcomes that helps everyone to see the results produced from a course

2. Construct a knowledge table that fully captures and catalogs the content for the course

3. Choose appropriate learning skills that are essential for student learning success

4. Create key methodologies that model and unlock process knowledge for the learner

5. Design an evaluation system that measures student success in meeting learning outcomes

6. Compile a syllabus that communicates course design to the intended learners

1. Increase design skills and mindset

2. Strengthen the integration of assessment in teaching/learning practice

3. Increase collaboration between faculty in matters of course design and delivery

Produce a 6-8 page course design document that contains an activities table with specifications that can be used to drive the development of all learning outcomes associated with the course.

In collaborating with one or two other faculty members, design a course that you teach by stepping through the design methodology. There will be approximately numerous milestones in the design process where models of other courses will be shared and assessed. Also. at critical times, the facilitator will model how to do a specific step. Your course design will be assessed by tl1e facilitator and other team members. By the end of the experience. individual steps in your course design will be aligned in a complete and insightful manner.

Design a course that aligns a set of sequenced activities that have integrated process and content elements around a set of themes that connect a knowledge table, different activity types, and specific learning skills. The set of activities will produce the intended learning and growth outlined by course learning outcomes and long-term behaviors. These will be measured through a set of performance criteria and perfonnance measures that form the basis for an effective evaluation system. A complementary assessment system will be created to increase the quality of the design and improve student learning. All of this is communicated in syllabus that is tailored to prospective students as a guide to their learning.

Step 4: Knowledge Table

Concepts Processes Tools Contexts Ways of Being

Forms of Assessment Course Design Activity Types Outcomes-Oriented I I

Knowledge Evaluation Template Design Teams Designer Learning Skills Design Course Evaluation Peer Assessment Moving from Red

Accomplishments Writing System to Green

Learning Performance Course Assessment Mindset I Assessment Experiences Criteria

Competencies Designing System

Performance Syllabus Integrated

I Performance Measures Activities Table

Movement Designing a Learning Activities

Long-term Methodology Knowledge Table

Behaviors

Themes

Way of Being

Context

Course Intentions

Sequencing

I Step 5: Themes for the Course

Design Process Collaboration Iteration through Assessment Alignment Moving from Red to Green

[ Step 6: Methodologies

Course Design Process Writing Performance Criteria Designing a Perfo1mance Measure Designing an Activity Writing Long-term Behaviors

I Step 8: Learning Skills

Designing a Methodology Creating an Activities Table Designing a Grading System

Designing an Assessment System

Cognitive: envisioning, establishing requirements, systematizing, identifying similarities, brainstorming, integrating

Social: knowing the audience , collaborating, plam1ing, assessing performance

Affective: prioritizing. being patient, managing resources

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I I

I I

f Step 17: Performance Criteria

Designer Clearly de.fines desired results; creates precise dimensional learning outcomes; defines the activities and processes used to produce the results; identifies ·ways to embed assessment in order to increase quality; produces an evaluation system to assure desired results.

Evaluator Knows where value is essential; designs the appropriate times.for determin;ng ·whether or not value is being produced by setting clear expectations and standards; uses unbiased judgments to reward pe,:formance

Collaborator Values the synergy of relationships and teams; plays a variety o.froles effectively while helping others perform /heir role effectively; compromises self for the betterment of all.

Life-Long Learner Constantly seeks additional knmdedge by systematically using professional development plans; leverages experts and resources: assesses own learningperformance; and validates own learning.

Measurer Jdent{fies critical qualities; creates performance criteria: identffies best items to measure: effectively times when and how to measure vvith appropriate accuracy and precision.

j Step 18: Performance Measures

• Design - Holistic and Analytical

• Performing in a Team - Holistic and Analytical

• Life-long Leamer - Holistic

• Evaluator (to be developed)

• Measurer (to be developed)

I Step 19: Assessment System I Step 20: Evaluation System (Grading)

I. Peer Assessment of Design Documents (3 times) Performance Tasks

2. Instructor assessment of Design Documents (3 times) (if the course were for a doctoral program)

3. Self-assessment of Design Document (2 times) 1. Activities Table (25%)

4 . Mid-term Assessment of the Institute 2. Syllabus ( 15%)

5. Summativc Assessment of the Institute 3. Course Assessment System (15%)

4. Learning Outcomes (15%)

5. Grading System (10%)

6. Long-tenn Behaviors (10%)

7. Knowledge Table (10%)

l Step 7: Course Activities j

Activity Name Knowledge Table Theme Activity Type Learning Skills In/ Purpose Out&

Step 7 Item Step 9 Step 12 Steps 9 & 10 Steps 8 & 14 Time Step 7

Orientation Collaboration Reading Integrating Out; To help learners understand the 3 hrs basic process and mindset for

course design

DAY1 Welcoming Design Teams Moving from Sharing Collaborating In ; For each member of learning

Red to Green 30 min community to understand who is involved and what courses will be the focus

Analyzing Course Design Process, Design Process Assessment Establishing requirements In; Analyzing a model of course Design Document Course Design 45 min design in preparation for an

Template experience they are going to undertake themselves

Long-term Long-term Behaviors Moving from Project Base Knowing the Audience In; Produce a clear target for what Behaviors Red to Green Collaborating 45 min is to be produced in the learners

Envisioning from the course

Course Intentions Course Intentions Design Process Project Base Knowing the Audience In; Identify reasons for the course and Broad Collaborating 60 min and direction the course is going Learning Goals

Envisioning to take

Writing Learning Learning Design Process Project Base Envisioning , In; The results in knowledge Outcomes Experiences, Knowing the Audience, 60 min produced in the learners from the

Movement, Persisting

collective learning experiences Integrated

Performance, Competencies

Accomplishments Outcomes oriented

Assessing a Designer Assessment Peer-assessment In; Peer assessment of another Course Design Peer Assessor 45 min team's course design document to Document learn from and help one another

Creating a Forms of Collaboration Project Base Prioritizing In; To inventory content, select more Knowledge Table Knowledge, Systematizing 60 min important knowledge, determine

Knowledge Table, Managing resources what level of learning for each

Context, element after classifying by type

Way-of-being

Activity Name Knowledge Table Theme Activity Type Learning Skills In/ Purpose Out&

Step 7 Item Step 9 Step 12 Steps 9 & 10 Steps 8 & 14 Time Step 7

Themes Themes Alignment Project Base Systematizing In; To align activities leading to pro-

Managing resources 30 min ducing the long-term behaviors

Brainstorming

Creating a Designing a Design Process Demonstration Being Patient In; See the power of taking complex Methodology Methodology Brainstorming 60 min process knowledge and modeling

it for the learners

Homework Moving from Red Alignment Review and Assessing Performance Out; To review the past day - clean up to Green Assessment 120 previous work, use the assess-

min ment and additional learning to review and edit the past steps

DAY2 Top Tips Learned Assessment Alignment Reflection Integrating In; Capture learning from reflection

Collaborating 30 min

Learning Skills Learning Skills Moving from Brainstorming Prioritizing In; Select 15 skills from the set of 275 Red to Green Collaborating 60 min skills

Brainstorming

Inventorying Learning Activities Collaboration Brainstorming Planning In; Identify all you current activities Activities Brainstorming 45 min both in and outside of class

Parsing Content Knowledge Items Alignment Project Base Systematizing In; Taking all the elements out of the 45 min knowledge table and allocate it

with the set of activities identified

Aligning Learning Learning Skills Alignment Project Base Systematizing In; Picking three learning skills to Skills Identifying Similarities 45 min support the performance of each

activity

Selecting Activity Activity Types Moving from Project Base Knowing the Audience In; Picking appropriate activity types Types Red to Green Integrating 60 min for the content and outcomes

Identifying Similarities desired

Sequencing- Sequencing Assessment Project Base Planning In; Re-sequencing the activities so Refining the Identifying Similarities 45 min prerequisites are in place by the Activities Table activity types are mixed

Assessing a Designer Assessment Peer-assessment Knowing the Audience In; Peer assessment of another team Course Design Assessment 45 min course design document to learn Document from and help each other

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Activity Name Knowledge Table Theme Activity Type Learning Skills In/ Purpose Step 7 Item Step 9 Step 12 Steps 9 & 10 Steps 8 & 14

Out& Step 7 Time

Homework Assessment Mindset Alignment Review and Assessing Performance Out; To review the past day - clean Assessment 120 up previous work, use the

min assessment and additional learning to review and edit the past steps

OAY3 Top Tips Learned Assessment Collaboration Reflection Integrating Collaborating, In; Reflection on learning

30 min

Creating an Design Process Interactive Prioritizing In; Modeling the process of doing an Activity Demonstration Being Patient 60 min activity so participants can write

Collaborating activities after the institute

Writing Perfor- Writing Performance Collaboration Project Base Establishing requirements In; Setting Clear and high perfor-mance Criteria Criteria Envisioning 90 min mance expectations for the course

Identifying Designing Alignment Brainstorming Integrating In; Picking and designing Performance Performance Managing resources 45 min performance measures that Measures Measures actually measure what really

matters and align to the performance criteria

Designing Assessment Design Process Project Base Establishing requirements In; To purposely plan a set of a Course Course Assessment Envisioning 60 min assessment designed to make Assessment System Managing resources the types of improvements that System will increase student learning and

success

Designing a Evaluation Alignment Project Base Establishing requirements In; To produce a motivating and fair Grading System Course Evaluation Prioritizing 60 min evaluation system that assures

System Integrating student reaching the performance criteria and learning outcomes

Designing a Syllabus Moving from Project Base Being Patient In; To produce a document that Syllabus Red to Green Integrating 60 min communicates the course to all

stakeholders especially the learner

What has been Assessment Reflection In ; Reflection of the learning Learned 30 min produced from the experience

Assessment of the Assessment Assessment Assessment In; To improve the Course Design Institute 15 min Institute, as well as follow up with

specific requests/needs