designing courses for significant learning sinclair community college november 8, 2008 stewart ross...

DESIGNING COURSES for SIGNIFICANT LEARNING

SINCLAIR COMMUNITY COLLEGE

NOVEMBER 8, 2008

Stewart Ross Ph. D. Director

Center for Excellence in Teaching and Learning

Minnesota State University

Designing Courses for Significant Learning

FOUNDATION KNOWLEDGE: Basic terms and concepts APPLICATION: How to use the model of Integrated Course DesignINTEGRATION: Connect ideas from the Scholarship of Teaching & Learning (SoTL) with your own work as an educator.HUMAN DIMENSION:

Self: Be more confident that you can do thisOther: Work with others to create more powerful designs

CARING: Identify the value of course design in teachingLEARNING HOW TO LEARN: Know what else you

want to learn about (after the workshop)


Ice Breaker: “A Vision of Today’s Students”

THE AGENDA FOR THE WORKSHOP

1. Big Picture of Teaching – Place of Course Design

2. Some “Interior Reflection Dreaming Exercise

3. Integrated Course Design:

Readiness Assessment Test on Reading

Situational Factors

Learning Goals

Teaching/ Learning Activities

Feedback & Assessment

Making Your Course Integrated

4. Question: “Will it be worth the time it takes?”

5. Practicum: Apply to your own course


From: “TEACHING”

To: “LEARNING”

• What is the difference?

• Leads to new questions about our work as teachers.

PARADIGM SHIFT IN COLLEGE TEACHING



To: “LEARNING”

• What is the difference?

• Leads to new questions about our work as teachers.

• WHAT should we be doing?


3 FEATURES OF A HIGH

QUALITY LEARNING

EXPERIENCE

1. Students

are: ENGAGE

D

2. Student effort results

in: SIGNIFICANT & LASTING LEARNING

3. The learning: ADDS VALUE

During Course/College:

After College:

End of course



To: “LEARNING”

•What is the difference?

•Leads to new questions about our work as teachers.

• WHAT should we be doing?

• HOW do students learn?



HOW DO PEOPLE LEARN?

1. Transmit Knowledge?

Transmission

Of

Knowledge




2. Constructivism


Constructivist View of Learning

• We can transmit “INFORMATION.”

• But people have to take that information and CONSTRUCT their own understanding of it, and figure out what they can do with it.




2. Constructivism

3. Social Constructivism


Social Constructivism:

• We can construct our

understanding of anything by

ourselves, but...

• it usually works much better to

collaborate and dialogue with

others


Five Minute University “Father Sarducci”


Managing the

Course

FUNDAMENTAL TASKS OF TEACHING

Knowledge of the

Subject Matter

Interacting with

Students

Designing Learning Experienc

es

Beginning of the Course


Question: What pedagogical problems do you deal with in your teaching?

Share them with someone sitting next to you.

Share them with the entire group.


• Lack of Interest: “Students are bored with my class and lose interest quickly.”

• Poor Preparation: “Students don’t do the assigned readings before class.”

• Poor Retention of Learning: “Students do well on the test, but on the next test or in the next course, they seem to forget everything they learned earlier.”

THREE COMMON PROBLEMS:


1. Enhance the teacher’s lecturing skills.

2. Use more material from “cutting edge” research.

3. Re-design the course to replace lecturing with more active learning.

Lack of Interest


1. Assign more severe penalties for not doing the readings beforehand.

2. Give students a pep talk.

3. Re-design the course to give students a reason to do the readings.

Poor Student Preparation


1. Make the tests better (or tougher)

2. Require students to complete a refresher course

3. Re-design the course to give students more experience with using what they have learned

Poor Retention of Learning


Sinclair Community College Mission: “We help individuals turn dreams into achievable goals through accessible, high quality, affordable learning opportunities.”


FACULTY DREAMS• If you had a class that could and

would learn anything and everything you wanted them to learn:

• What is it that you would really like them to learn?


Readiness Assessment Testwww.epsteineducation.com


3 Ways of Designing Courses:

1. “List of Topics”

2. “List of Activities”

3. Need a way of designing courses that is:

• Systematic

• Integrated

• Learning-Centered


Integrated Course Design:

OVERVIEW

S i t u a t i o n a l F a c t o r s

INTEGRATED COURSE DESIGN:

Key Components

Learning Goals

Feedback &

Assessment

Teaching &LearningActivities

Criteria of “GOOD” Course Design

S I T U A T I O N A L F A C T O R S

In-Depth Situational

Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning

Integration Feedback

& Assessment

Teaching and

LearningActivities



SITUATIONAL FACTORS




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities


Situational Factors:

Collecting information about…

• Specific Context

• Expectations by people outside the course

• Nature of the Subject

• Nature of Students

• Nature of Teacher


Situational Factors

• Specific Context of the Teaching/Learning Situation

– Number of students– Level of course– Time structure– Delivery: Live – Hybrid – Online

• Expectations of Others:

– What expectations are placed on this course or

curriculum by:

• Society?

• The University, College and/or the

Department?

• The Profession?


• Nature of the Subject– Primarily theoretical, practical, or some

combination?– Convergent or divergent?– Important changes or controversies

occurring?

• Characteristics of the Learners– Their life situation (e.g., working,

family, professional goals)?– Their prior knowledge, experiences,

and initial feelings?– Their learning goals, expectations, and

preferred learning styles?


• Characteristics of the Teacher(s)

– My beliefs and values about teaching and learning?

– My attitude toward: the subject, students?

– My teaching skills?

– My level of knowledge or familiarity with this subject?


SPECIAL PEDAGOGICAL CHALLENGE

Premise:

• Every course has a special pedagogical challenge.

• The teacher needs to do something about that challenge in the first week (maybe the first day) of class.


SPECIAL PEDAGOGICAL CHALLENGE

Examples:

World Geography: “This is important only if…”

Statistics in Psychology: “Only the gods can do statistics…”

Modern German History: “All German history is about…”




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities



LEARNING GOALS




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities

Foundational Knowledge

Fink’s Taxonomy of Significant Learning

Formulating Significant Learning Goals:Foundational Knowledge

• What key information (facts, terms, formula, concepts, relationships) is important for students to understand and remember in the future?

• What key ideas or perspectives are important for students to understand in this course?


Application


Formulating Significant Learning Goals:Application

• What kinds of thinking are important for students to learn in this course? Critical thinking? Creative thinking? Practical thinking?

• What important skills do students need to learn?

• What complex projects do students need to learn now to manage?


Application

Integration


Formulating Significant Learning Goals:Integration

• What connections (similarities and interactions) should students recognize and make

--Among ideas within the course?

--Between the information, ideas & perspectives in this course and those in other courses or areas?

--Between material in this course and the students’ own personal, social and work life?

Student Learning Communities

• Helps students learn how to integrate different perspectives while focusing on connecting diverse people and disciplines

• Links courses so students take a set of courses together, often with team teaching as a strategy

• Overcome the isolation of students and subjects from each other


Application

IntegrationHuman Dimension


Formulating Significant Learning Goals:Human Dimension

• What can or should students learn about themselves?

• What can or should students learn about understanding and interacting with others?


Application


Caring


Formulating Significant Learning Goals:Caring

• What changes would you like to see in what students care about, i.e., feelings, interests, values?


Application


Caring

Learning how to learn


Formulating Significant Learning Goals:Learning How To Learning

• What would you like for students to learn about:

1. How to be good students in a course like this?

2. How to learn about this particular subject?3. How to become self-directed

learners of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning?

Taxonomy of Significant Learning

CaringDeveloping new…

Feelings Interests Values

Learning How to Learn

Becoming a better student

Inquiring about a subject

Self-directing learners

Human DimensionsLearning about:

Oneself Others

IntegrationConnecting:

IdeasPeopleRealms of life

Foundational KnowledgeUnderstanding and remembering:

Information Ideas

Application Skills Thinking: Critical, Creative, & Practical

Managing projects

Taxonomy of Significant Learning


In a course with significant learning, students will:

1. Understand and remember the key concepts, terms, relationship, etc.

2. Know how to use the content.

3. Be able to relate this subject to other subjects.

4. Understand the personal and social implications of knowing about this subject.

5. Value this subject and further learning about it.

6. Know how to keep on learning about this subject, after the course is over.

Sample Learning Goals from an Introductory Psychology

Course•Foundational knowledgeExplain selected fundamental concepts in psychology in your own words

•ApplicationThink like a psychologist by using psychological theories to solve real world problems and engaging in psychological research

Sample Learning Goals from an Introductory Psychology Course

cont’d• IntegrationRelate psychological concepts & theories to your own experience including relationships with others, day-to-day events & experiences, articles & books you have read, and/or talks, films, programs, performances viewed & attended

• Human DimensionIdentify your strengths & weaknesses as a group member through self reflection & the feedback of other group members

Sample Learning Goals from an Introductory Psychology Course

cont’d• CaringDemonstrate the valuing of the psychological perspective in one or more ways including taking further courses in psychology, reading a journal or magazine such as Psychology Today, and/or seeking out talks or films on psychological topics

• Learning how to learnUsing scoring guides developed by the instructor, analyze your own performance on selected class assignments and develop strategies for improvement

Selected Objectives for Application Goal

• Identify various research methods and the types of problems they might best investigate

• Distinguish between independent and dependent variables

• Read a journal article and identify the various parts of the research study

• Use one theory of motivation to analyze a case study concerning a third-grade student and to offer recommendations to the teacher

• Participate in an in-class experiment and write up the experiment & results in standard psychological report format

• Conduct a qualitative research study in a small group, write up the results in standard psychological report format, & give an oral presentation on the study

• Develop an argument for the proper use of psychological testing

• Design a psychological assessment instrument

Selected Objectives for Learning How to Learn Goal

• Reflect upon prior experiences in school and how they may affect your experience in this class

• Identify your entering assumptions about the subject area of the course

• Identify personal challenges encountered in doing various classroom exercises and assignments throughout course

• Develop strategies to address these challenges• Reflect on your performance in a group alone and

with other group members and use to enhance your performance in a small group

• Reflect upon the implications of your performance on a personality assessment instrument for yourself as a learner and as a group member

• Reflect back on the course to assess how your view of the subject area has changed and how the various activities and assignments contributed to this change

Learning Outcomes for a course on preparing to be a band director

– Foundational Knowledge: Knowledge about the various instruments, conducting techniques, etc.

– Application: Ability to use conducting techniques, give instruction on multiple musical instruments, etc.

– Integration: Ability to integrate individual instruments and players into the whole band or orchestra, the music into the whole school curriculum, etc.

– Human Interaction: A clear understanding of themselves as player, teacher and conductor, plus an ability to interact with others - students, parents, administrators, etc.

– Caring: An interest and excitement about music and young people, a professional attitude toward their responsibilities.

– Learning How to Learn: As novice teachers, a plan to know how to keep on learning how to improve the various abilities required for this profession.

Writing Significant Learning Goals for Your Course

• Select one course you teach and experiment writing one learning goal of each type using Fink’s Taxonomy on the three-column table.

• As you write the goals, think about the following as a preface for each goal: “By the end of the course, I hope my students will be able to….”

• Pay attention to the verbs you use; try to make them concrete and specific. Avoid words like “understand,” “appreciate,” “be acquainted with”

“Thanks…now I know why I hate classical music”




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities

Student Learning Communities

• Began taking hold in 1990s• Aids students in integrating different

perspectives and disciplines• New kind of interaction between

students, faulty, staff, and citizens in community.

• Links courses, often with team teaching• Puts the subject “in the center” while

teachers and students sit in a circle around the subject, learning together.



FEEDBACK &

ASSESSMENT




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities

Feedback and Assessment:“EDUCATIVE ASSESSMENT”

Forward-Looking

Assessment

“FIDeLity” Feedback

Criteria and Standards

Self-Assessment

Feedback and Assessment:“EDUCATIVE ASSESSMENT”

Forward-Looking Assessment Task


Self-Assessment

Feedback

Forward Looking Assessment

• Focus on what students should be able to DO in the future.

• Students imagine themselves in a situation where people are actually using this knowledge.

• Create assignments and tests that require judgment/exploration rather than reciting or restating facts.

• Focus on real-life context • Focus assessment on integrated use of

skills

Backward Looking Assessment

Multiple choice test on what was presented previous three weeks in reading and class:

1.When did J.S. Bach die?

a.1750 b. 1725 c. 1710 d. 1770

2.Which instrument is most unlike the others?

a. Violin b. Cello c. Trombone d. Viola

Forward Looking Assessment

Concerto Grosso in G major, Op. 6, no.1 George Frideric Handel A tempo giusto (1685-1759) Allegro Adagio Allegro

Petite Symphonie in Bb (1851) Charles Gounod (1818-1893) Adagio - Allegretto Andante Cantabile Scherzo: Allegro moderato

Duet – Concertino Richard Strauss (1864-1949) Finale: AllegrettoAllegro moderatoRondo: Allegro ma non troppo

Michael Rowlett, clarinet Wade Irvin, bassoon

Developing Forward Looking Assessments

• Take a few minutes to think about the type of assessments you do in your courses.

• Write down a list of forward looking assessments you already use (if any).

• Try to think of at least one forward looking assessment you could create for your course.

• Share with a partner


• Clear and appropriate assessment criteria and standards are necessary.

• Develop rubrics when possible and construct a 2-5 point scale with descriptive statements of good and poor versions of traits

• Identify criteria that count in evaluation

• Try out scale with a sample of students or colleagues and revise.

Creating Rubrics

• Create a “pass/fail” rubric for one learning outcome for the course you are going to create or redesign.

• What do students need to do in order to demonstrate a passable level?

• How would you add other levels of competence to achieve a rubric of 3-5 levels of achievement?

Self Assessment

• Create multiple opportunities for students to engage in self-assessment of their performance.

• Students need to identify relevant criteria for assessing their work and the work of others.

• Students need to practice using the criteria for quality on their own work.

7 Principles of FORMATIVE FEEDBACK

1. Facilitate the development of self-assessment (reflection) in learning.E.g., Request the kinds of feedback students would like when they hand in work.

2. Encourage teacher and peer dialogue around learning.Use one-minute papers about learning, assignments, and feedback.Ask students to identify examples of feedback comments they found particularly helpful.

3. Help clarify what good performance is (the goals, criteria, and standards expected).Provide better definitions of requirements using carefully constructed criteria sheets and performance level definitions.


4. Provide opportunities to close the gap between current and desired performance.Increase the number of opportunities for resubmission of work.

5. Deliver high quality information to students about their learning.Relate feedback to predefined criteria.Provide feedback soon after a submission.Provide corrective advice, not just information on strengths/weaknesses.

6. Encourage positive motivational beliefs and self-esteem.Provide opportunities for low-stakes tasks with feedback before giving high-stakes task with grades.Provide grades on written work only after students have responded to feedback comments.


7. Provide information to teachers that can be used to help shape the learning.Have students identify where they are having difficulties when they hand in assessed work.Use anonymous one-minute papers at end of a class session.

• Source: Enhancing student learning through

effective formative feedback, by C. Juwah, D. Macfarlane-Dick, B. Matthew, D. Nicol, D. Ross, & B. Smith. Higher Education Academy, York, England. June, 2004.

Feedback

“Classroom Assessment Techniques” by Angelo and Cross

Examples:1.Muddiest Point—students write

down what was least clear to them

2.Minute Paper—helps both students and professor

3. Background Knowledge Probes

Critical Incident Questionnaire --Stephen Brookfield

During last 5 minutes of final class of the week students answer the following questions:

1. Most engaged moment as learner2. Most distanced moment as learner3. Most helpful action of professor (peer)4. Most puzzling action of professor

(peer)5. What surprised you most this week?

Teacher summarizes answers at the beginning of the first class of the next week

“FIDeLity Feedback”

• Frequent

• Immediate

• Discriminating (based on criteria and standards)

• Lovingly or supportive approach used

Educative Feedback & Assessment Exercise

Situation– You are teaching an “Introduction to

Botany” course. You have asked students to design a research project to test a hypothesis about factors affecting plant growth.

Application Task– Identify three criteria that would be

appropriate for assessing this project.



LEARNING ACTIVITIES




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities


A MODEL OF ACTIVE LEARNING(The Basic Version)

DOING

OBSERVING

SELF

OTHERS

RECEIVING INFORMATION

& IDEAS

PASSIVE LEARNING:

A C T I V E L E A R N I N G :

EXPERIENCE REFLECTIVE DIALOGUE, with:


Why should all course have some component of active

learning?

Let’s let Ben Stein help us with that question….


HOLISTIC ACTIVE LEARNING

• Information & Ideas

Primary/Secondary In-class, out-of-class, online

• Experience Doing, Observing Actual, Simulated “Rich Learning Experiences”

• Reflection About the…

Subject Learning Process

Via: Journaling, Learning Portfolios

Multiple Activities that Promote ACTIVE LEARNING

EXPERIENCE REFLECTIVE DIALOGUE, with:

GETTING INFORMATION

& IDEAS "Doing" "Observing" Self Others

DIRECT

Original data

Original sources

Real Doing, in authentic settings

Direct observation of phenomena

Reflective thinking

Journaling

Live dialogue

(in or out of class)

INDIRECT,

VICARIOUS

Secondary data and sources

Lectures, textbooks

Case studies

Gaming, Simulations

Role play

Stories (can be

accessed via: film, literature, oral history)

ONLINE

Course website

Internet

Teacher can assign students to "directly experience" …

Students can engage in "indirect" kinds of experience

online

Students can reflect, and then engage in various kinds of dialogue online.

HOLISTIC ACTIVE LEARNING: A Case Study

In a course on “Leadership for Engineers,” the teacher does the following:

• Begins the course by asking students to think about what leadership means to them, individually and then collectively.

• Then the class reads a book or case study about people in leadership positions (e.g., Abraham Lincoln).

• Following this, they re-visit the central question of “What constitutes leadership”? and revise their earlier definition accordingly.

• This sequence is repeated throughout the course: – students read something – revisit the central

question – read something new – revisit the central question – etc.


Question #1:

Which of the three components of holistic active learning does this course include – as described above? (More than one component is possible)

1. Information and Ideas

2. Experience

3. Reflection


Question #2:

How might you strengthen the “Experiential” component?


RICH LEARNING EXPERIENCES

WHAT ARE THEY?• Learning experiences in which students

are able to simultaneously acquire multiple kinds of higher level learning.

WHAT ARE SOME EXAMPLES?In-Class:

• Debates• Role playing• Simulations• Dramatizations

Out-of-Class:• Service learning• Situational observations• Authentic projects


IN-DEPTH REFLECTIVE DIALOGUEWith Whom?

•Oneself (journaling, learning portfolios)•Others (teacher, other students, people outside

class)About What?

•Subject of the Course:•Learning Process:

• WHAT am I learning?• HOW do I learn: best, most comfortably,

with difficulty, etc.?• What is the VALUE of what I am

learning?• WHAT ELSE do I need or want to learn?

Written Forms?•One-minute papers•Weekly journal writing•Learning portfolios (end-of-course, end-of-

program)




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities



INTEGRATION




Analysis

Learning Goals

Significant

Learning

EducativeAssessmen

t

Active Learning


& Assessment

Teaching and

LearningActivities


INTEGRATING THE COURSE

1. 3-Column Table

2. Weekly Schedule

3. Teaching Strategy

4. String of Activities

3-COLUMN TABLE:

Learning Goals: Assessment Activities: Learning Activities:1.

2.

3.

4.

5.

6.



1. 3-Column Table

2. Weekly Schedule



Week #: Mon Wed Fri

1

2

3

4

..

..

12

13

14

15



1. 3-Column Table

2. Weekly Schedule




TEACHING STRATEGY:

• A particular COMBINATION of learning activities…

• arranged in a particular SEQUENCE

Two Examples:

• Problem-based learning

• Team-based learning


Mon Wed Fri Mon Wed Fri

In-ClassActivities

:

? ? Assessm’t &

Feedback

Out-of-Class

Activities:

? ?

“CASTLE-TOP” DIAGRAM:

A Tool for Identifying Your

TEACHING STRATEGY

TEACHING STRATEGIES

QUESTION:• This strategy creates a high likelihood

that most students will…

1. Be exposed to the content.

2. Understand the content.

3. Be able to use the content.

4. Value the content.

In-class:

Lecture Lecture Lecture Exam

Out-of-class:

Read text

Homework exercises

Review

TEACHING STRATEGIES

QUESTION:

• This strategy creates a high likelihood that most students will…

1. Be exposed to the content.

2. Understand the content.

3. Be able to use the content.

4. Value the content.

In-class:

Readiness Assurance Test: Individual Group

Application problems

(Small Groups)

Exam: Content Application

Culminating Project

Out-of-class:

Read text

Homework exercises

Review



1. 3-Column Table

2. Weekly Schedule



1 MONDAY WED. FRIDAY

..

..

7

8

9

10

11

12

13

14

15

X

X

X

X

X

X

X

X


Model of Integrated Course Design

S i t u a t i o n a l F a c t o r s

Teaching/ Learning Activities

Feedback &

Assessment

Learning Goals



DOES IT WORK?


DOES IT MAKE A DIFFERENCE? Case #1

• Jane Connor, SUNY-Binghamton

•Course: Multi-Cultural Psychology

•Primary Learning Goal:

•To help students learn about – and learn how to interact with – people who are different from themselves


• CONTENT: Used Readiness Assessment Tests from TBL

• STORIES: Had speakers come in (students, people from community)

• REFLECTIONS: Both before and after readings; before and after stories

• RICH LEARNING EXPERIENCE:

• For a 4-week period, students had to put themselves in contact with someone different from themselves – preferably someone (or group with whom they were uncomfortable)

COURSE DESIGN FEATURES:


RESULTS?

•Students did the readings – and understood them.

•As a result of the “strategy” (readings + dialogue with others + special experiences + multiple reflections):

•Students reported, almost to a person, that this course “transformed” them.

•Teacher won the university’s primary teaching award.

•Dean of Student Affairs: 11 of 16 students said this was “the most valuable course in their whole college experience.”


Does It Make a Difference? Case #2

•Bill Weeks, University of Missouri at Rolla

•Course: Coding in Computer Science

•Small class (18 students), traditional time structure (M-W-F)

• Initially: Lecture + homework

•Results: Students overwhelmed by complexity – frustration – apathy – low course evaluations


Changes Made:

1. Completely re-wrote his learning goals: (examples)

• For a given communication channel, students will be able to compute the maximum rate of reliable transmission

• Students will learn how to work effectively in a group setting.

• Students will be able to direct their own learning in relation to understanding, designing, and evaluating new codes.

2. New teaching strategy: Used TBL

3. Used reflective writing: Learning portfolios

4. Oral presentations

5. Had students re-submit their homework


RESULTS:

•Students did the readings, and did as well as before on exams of Foundational Knowledge.

•TEACHER: “…drastic improvement in student morale…They worked harder – and reported enjoying it more.”

•STUDENTS:

•…an interesting learning experience I will never forget…provided me with knowledge to carry out independent study.

• I enjoyed this course to the fullest…course was entertaining and at the same time enlightening.


TEACHER’S REACTION:

•“Teaching such an excited group of students was an unforgettable experience.

• It made my job seem worthwhile and very fulfilling.

• I will be feeding off that student excitement for years.”


FOUNDATION KNOWLEDGE: Basic terms and concepts APPLICATION: How to use the model of Integrated Course DesignINTEGRATION: Connect ideas from the Scholarship of Teaching & Learning (SoTL) with your own work as an educator.HUMAN DIMENSION:

Self: Be more confident that you can do thisOther: Work with others to create more powerful designs

CARING: Identify the value of course design in teachingLEARNING HOW TO LEARN: Know what else you

want to learn about (after the workshop)


RESOURCES FOR FURTHER

LEARNING:

Print Resources

Each Other

Your Dreams

[email protected]

507-389-1098


THE END!THE END!

Higher Education: Let’s make it all that it can be and needs to be!

designing courses for significant learning sinclair community college november 8, 2008 stewart ross...

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