course (re)design seminar
TRANSCRIPT
Course (Re)Design Seminar
Session designed for specialists providing faculty support and professional development in
course (re)design
Janine Hirtzelearning instructional support specialist
UBC Okanagan, Center for Teaching & Learning T.E.L.L. Session March 26, 2013
AcknowledgementsIdeas and philosophies should be credited to Lee D. Fink and A. Saroyan & C. Amundsen’s book entitled ‘Rethinking Teaching in Higher Education: From a course design workshop to a faculty development framework.Materials for the UBC Okanagan seminar have been adapted from Course Design Workshops held at McGill University, University of Guelph, University of Victoria, Sir Wilfred Laurier University and the University of Manitoba.Complete reference section is included in the resources binder .
• Link to UBCO Course (Re)Design http://www.ubc.ca/okanagan/ctl/support/design.html
• 14 question Application form http://01.cms.ubc.ca/Page2098.aspx?PageMode=Hybrid
• Team facilitated– Interdisciplinary (6) *teams possible– modeling
4 Day Seminar
• Monday – Thursday 9-3– 1 hour lunch (provided) – Breaks negotiated– 4 day commitment– Pre-readings• Designing learning as well as teaching• Getting more ‘teaching’ out of ‘testing and grading’• Course transformation case study
Day 1 – Mapping your Course
• Into and seminar overview• Context and learner analysis• Concept mapping• Presentations • Feedback• Homework
Day 2 – Learner and Learning Outcomes
• Learning domains• Learning outcomes• Presentations • Feedback• homework
Bloom’s Taxonomy (revised)
Day 3 – Instructional Strategies
• Reflection• Instructional strategies• Presentations• Feedback• Homework
_______
Student
Day 4 - Assessment
• Purposes of assessment• Educative assessment• Reflecting on current practice & alignment• Develop assessment plan• Presentations • Feedback• Wrap – up (what comes next)
JTCD – 1 Day Seminar
• Articulate course content
• Define learning outcomes
• Select and develop instructional strategies
• Determine methods for evaluating student learning
Community of Practice
• Ongoing support, consultation and feedback
Less is more (content)
Never really thought about what the students were ‘doing’
CD has changed how I teach
Classes are more fun!
Assessing students is much easier