Designing Courses for Significant Learning

A Self-Directed Guide to Designing Courses for Significant Learning A Self-Directed Guide to Designing Courses for Significant Learning TABLE OF CONTENTS Introduction 1 An Overview of Integrated Course Design 2 Model 1: The Key Components of Integrated Course Design 2 Designing an Integrated Course 4 Initial Design Phase: Building Strong Primary Components 4 Preview of the Initial Design Phase: Designing Courses that Promote . . . 5 Step 1. Situational Factors 6 Step 2. Learning Goals 8 Step 3. Feedback and Assessment 13 Step 4. Teaching/Learning Activities 16 Active Learning 16 Rich Learning Experiences 19 In-Depth Reflective Dialogue 19 Information and Ideas 21 Step 5. Integration 21 Final Check and Review of Initial Phase 23 Model 2: Criteria for Assessing Course Designs Intermediate Design Phase: Assembling the Components into a Coherent Whole 24 25 Step 6. Course Structure 25 Step 7. Instructional Strategy 26 Step 8. Creating the Overall Scheme of Learning Activities 27 Final Design Phase: Important Remaining Tasks 30 Step 9. How Are You Going to Grade? 30 Step 10. What Could Go Wrong? 31 Step 11. Let Students Know What You Are Planning 31 Step 12. How Will You Know How the Course Is Going? How It Went? 32 Concluding Counsel 33 i A SELF-DIRECTED GUIDE TO DESIGNING COURSES FOR SIGNIFICANT LEARNING Introduction. When we teach, we engage in two closely related, but distinct, activities. First, we design the course by gathering information and making a number of decisions about the way the course will be taught. Second, we engage in teacher-student interactions as we implement the course we have designed. The concept of TeacherStudent Interaction as used here is a broad one that includes lecturing, leading discussions, running labs, advising, communicating by email, etc. In order to teach well, one must be competent in both course design and teacher-student interactions. However, of these two activities, our ability to design courses well is usually the most limiting factor. Most of us have had little or no training in how to design courses. In addition during the last two decades, research on college teaching and learning have led to some new ideas about course design that have, in essence, “raised the bar” in terms of what is possible. These include ideas such as active learning, significant learning, and educative assessment. How can college teachers learn about and take advantage of these ideas? This Self-Directed Guide is intended to introduce a useful and systematic process for designing courses. It is based on the same components found in most models of instructional design, but it assembles these components into a relational, integrated model rather than a linear one. Among other benefits, this model provides clear criteria for determining when a course design is a good design. This Guide consists of introductory comments, worksheets, and action questions in each of the three major phases of Integrated Course Design: INITIAL DESIGN PHASE: Build Strong Primary Components Step Step Step Step Step 1. 2. 3. 4. 5. Identify important situational factors Identify important learning goals Formulate appropriate feedback and assessment procedures Select effective teaching/learning activities Make sure the primary components are integrated INTERMEDIATE DESIGN PHASE: Assemble the Components into a Coherent Whole Step 6. Create a thematic structure for the course Step 7. Select or create an instructional strategy Step 8. Integrate the course structure and the instructional strategy to create an overall scheme of learning activities FINAL DESIGN PHASE: Finish Important Remaining Tasks Step Step Step Step 9. 10. 11. 12. Develop the grading system De-Bug possible problems Write the course syllabus Plan an evaluation of the course and of your teaching 1 Read through the introductory comments in each step, and then complete as much of each worksheet and action item as you can. If you don’t fully understand a particular idea or have difficulty applying it to your own course, do what you can, and then move on. Generally you will be able to come back later and the ideas that you need will be clearer. In this Guide, I first present an overview of Integrated Course Design and then work through each of the major phases, one at a time. An Overview of Integrated Course Design The basic components in this model of Integrated Course Design are the same as those found in other models of instructional design: analyze the situational factors, formulate the learning goals, design the feedback and assessment procedures, and select the teaching/learning activities. What is distinctive about this model is that these components have been put together in a way that reveals and emphasizes their inter-relatedness. (See Model 1 below) Model 1 The Key Components Of INTEGRATED COURSE DESIGN Learning Goals Teaching and Learning Activities Feedback & Assessment S ioft this u amodel t i o is n that a l it allows F a c us t otorsee s the importance One of the benefits 2 One of the benefits of this model is that it allows us to see the importance of an integrated course and to know when we have one and when we do not. To illustrate this point, let me describe an extreme case of a un-integrated or dis-connected course. Imagine a course in which the teacher says s/he wants students to (a) “learn all the important content” and (b) “learn how to think critically about the subject.” These are the learning goals. But when you examine what actually happens in class, it is a straight lecture course (this is the “teaching/learning activity”). This creates the first problem: the teaching/learning activities are NOT aligned with the learning goals. The students might be able to learn the content from the lectures, but they definitely are not getting practice and feedback in learning how to think critically. Now notice the dilemma this teacher faces when s/he attempts to write the midterm or final exam. S/he can legitimately ask “understand and remember” questions, i.e., content-related questions. But should s/he include thinking questions or not? If s/he does, the assessment part of the course will be properly connected to the learning goals. But the students will do poorly because they have not had the appropriate learning activities for critical thinking; hence there will also be a disconnect between the learning activities and any assessment on critical thinking. (The diagram below illustrates the situation when the teacher chooses this option.) Integration Problem: Example 1 Learning Goals Teaching/ Learning Activities Feedback & Assessment On the other hand, if the teacher chooses not to include thinking questions on the exam, the assessment will be consistent with the teaching/learning activities but not with the learning goals. (This option is shown in the following diagram.) Integration Problem: Example 2 Learning Goals Teaching/ Learning Activities 3 Feedback & Assessment Notice the pattern: If a teacher breaks one of the connections in a course, inevitably another is broken. When two out of three key connections are broken, the course itself is “broken.” This is why it is so important to create an integrated design. Designing an Integrated Course. In designing a course, we are gathering information and making decisions about how the course will be taught. We want to engage in both of these activities so that there is a high likelihood that the students will have a significant learning experience. In order to do this, we need to work through the course design process in a systematic way. This means completing each step before going on to the next one. This is important because the later steps build on the earlier ones. For Integrated Course Design (Model 1), start by building strong primary components (INITIAL DESIGN PHASE); then assemble them into a coherent whole (INTERMEDIATE DESIGN PHASE); and finally, finish several important tasks (FINAL DESIGN PHASE). INITIAL DESIGN PHASE (Steps 1-5): Building Strong Primary Components The primary components of Integrated Course Design are shown in Model 1. The first component in the model is to gather information about the Situational Factors (e.g., how many students are in the course, what kind of prior knowledge are the students bringing to the course about this subject, etc.) [This component is shown as the rectangular box, “Situational Factors” in Model 1.] This information is then used to make the three major decisions about the course (shown as ovals in Model 1). After you have gathered the information about the situational factors, your first decision is about the Learning Goals, i.e., what you want students to get out of the course. What is important for them to learn and retain, 2-3 years after the course is over? What kind of thinking or application abilities do you want them to develop? How do you want them to keep on learning after the course is over? Using the principle of “Backward Design,” we will next turn to decisions about Feedback and Assessment. The basic question here is: What will students do to demonstrate they have achieved the Learning Goals we set for the course? This will usually involve some paper/pencil tests but we will probably need to include other activities as well. The advantage of working on the Feedback and Assessment at this early stage of course development is that when we become clear about what constitutes successful student performance, it is much easier to develop effective teaching/learning activities. Then we need to formulate the appropriate and necessary Teaching/Learning Activities. If we have significant learning goals and effective assessment procedures, we will most likely need to incorporate some kind of active learning into the course. And finally we need to check our course design for Integration to make sure all the components are in alignment and support each other. Are the learning activities consistent with all the learning goals? Are the feedback and assessment activities consistent with the learning goals and the learning activities? 4 Précis of the INITIAL DESIGN PHASE (Steps 1-5) DESIGNING COURSES THAT PROMOTE SIGNIFICANT LEARNING If professors want to create courses in which students have “significant learning experiences,” they need to design that quality into their courses. How can they do that? By following the five basic steps of the instructional design process, as laid out below: Step 1. Give careful consideration to a variety of SITUATIONAL FACTORS • What is the special instructional challenge of this particular course? • What is expected of the course by students? By the department, the institution, the profession, society at large? • How does this course fit into the larger curricular context? Use the “BACKWARD DESIGN” Process This process starts at the “end” of the learning process and works “back” toward the beginning. Use information about the Situational Factors (Step 1, above), as you make the following key decisions: Step 2. Learning Goals What do you want students to learn by the end of the course, that will still be with them several years later? • Think expansively, beyond “understand and remember” kinds of learning. • Suggestion: Use the taxonomy of “Significant Learning” (Table 1) as a framework. Step 3. Feedback & Assessment Procedures What will the students have to do, to demonstrate that they have achieved the learning goals (as identified in Step “A” above)? • Think about what you can do that will help students learn, as well as give you a basis for issuing a course grade. • Suggestion: Consider ideas of “Educative Assessment.” Step 4. Teaching/Learning Activities What would have to happen during the course for students to do well on the Feedback & Assessment activities? • Think creatively for ways of involving students that will support your more expansive learning goals. • Suggestion: Use “Active Learning” activities, especially those related to: • • “Rich Learning Experiences” experiences in which students achieve several kinds of significant learning simultaneously • “In-depth Reflective Dialogue” opportunities for students to think and reflect on what they are learning, how they are learning, and the significance of what they are learning. Suggestion: Assemble these activities into an effective instructional strategy, i.e., an interdependent sequence of learning activities, and a coherent course structure. Step 5. Make sure that the Key Components are all INTEGRATED • Check to ensure that the key components (Steps 1-4) are all consistent with, and support each other. 5 Step 1. Situational Factors The first thing to do when designing a course is to size up the situation carefully. This means reviewing information already known about the teaching and learning situation and, in some cases, gathering additional information. This information will be used to make important decisions about the course. There are several potentially important situational factors affecting a course. The general categories I have found useful to consider are the following: • Specific Context of the Teaching/Learning Situation • General Context of the Learning Situation • Nature of the Subject • Characteristics of the Learners • Characteristics of the Teacher The specific context factors are always important. The other factors are sometimes important, sometimes not. But it’s always useful to review all of them. The general categories (and the specific factors associated with each category) are shown in the Step 1 Worksheet. Review each of these factors with regards to your specific course. If you have information about any factor, write it down. If you don’t have information, but think it could be important, write down ideas about how you might obtain it. 6 Step 1. Worksheet SITUATIONAL FACTORS TO CONSIDER 1. Specific Context of the Teaching/Learning Situation How many students are in the class? Is the course lower division, upper division, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, or in a classroom or lab? What physical elements of the learning environment will affect the class? 2. General Context of the Learning Situation What learning expectations are placed on this course or curriculum by: the university, college and/or department? the profession? society? 3. Nature of the Subject Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field? 4. Characteristics of the Learners What is the life situation of the learners (e.g., working, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals, expectations, and preferred learning styles? 5. Characteristics of the Teacher What beliefs and values does the teacher have about teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching? 7 Step 2. Learning Goals After you have reviewed the situational factors, decide what you want students to get out of the course. Many people take a content-centered approach to this task: “I want students to learn about topic X, topic Y, and topic Z.” This is an easy, natural approach but it generally results in an overemphasis on “understand and remember” kinds of learning. These are important. But when teachers take a learning-centered approach, they usually identify several additional kinds of significant learning. I recommend that teachers ask themselves: “What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?” When students and teachers think about what students can learn that is truly significant, their answers usually include, but do not focus on, “understand and remember” kinds of learning. More often they emphasize such things as critical thinking, learning how to creatively use knowledge from the course, learning to solve real-world problems, changing the way students think about themselves and others, realizing the importance of life-long learning, etc. After many years of studying people’s responses to the question of what constitutes significant learning, I have proposed a “taxonomy of significant learning.” It consists of six major types of significant learning, with a number of sub-categories. This taxonomy is shown in Table 1 (next page). The taxonomy identifies significant kinds of learning that you may want to include as important learning goals for your course. 8 Table 1 A TAXONOMY OF SIGNIFICANT LEARNING 1. Foundational Knowledge • "Understand and remember" learning For example: facts, terms, formulae, concepts, principles, etc. 2. Application • Thinking: critical, creative, practical (problem-solving, decision-making) • Other skills For example: communication, technology, foreign language • Managing complex projects 3. Integration • Making "connections" (i.e., finding similarities or interactions) . . . Among: ideas, subjects, people 4. Human Dimensions • Learning about and changing one's SELF • Understanding and interacting with OTHERS 5. Caring • Identifying/changing one's feelings, interests, values 6. Learning How to Learn • Becoming a better student • Learning how to ask and answer questions • Becoming a self-directed learner One important feature of this particular taxonomy is that each kind of learning is interactive, as illustrated in Figure 1. This means that each kind of learning can stimulate other kinds of learning. This has major implications for the learning goals you choose for your course. It may seem intimidating to try to include all six kinds of significant learning. But the more you can realistically include, the more the goals will support each other—and the more valuable will be your students’ learning. 9 Figure 1 INTERACTIVE NATURE OF SIGNIFICANT LEARNING 10 Step 2. Worksheet Questions for Formulating Significant Learning Goals "A year (or more) after this course is over, I want and hope that students will .” Foundational Knowledge • What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are 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 Goals • • • What kinds of thinking are important for students to learn? ♦ Critical thinking, in which students analyze and evaluate ♦ Creative thinking, in which students imagine and create ♦ Practical thinking, in which students solve problems and make decisions What important skills do students need to gain? Do students need to learn how to manage complex projects? Integration Goals • What connections (similarities and interactions) should students recognize and make…: ♦ Among ideas within this course? ♦ Among the information, ideas, and perspectives in this course and those in other courses or areas? ♦ Among material in this course and the students' own personal, social, and/or work life? 11 Human Dimensions Goals • • What could or should students learn about themselves? What could or should students learn about understanding others and/or interacting with them? Caring Goals • What changes/values do you hope students will adopt? Feelings? Interests? Ideas? "Learning-How-to-Learn" Goals • What would you like for students to learn about: ♦ how to be good students in a course like this? ♦ how to learn about this particular subject? ♦ how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it? 12 Step 3: Feedback and Assessment Procedures In a content-centered course, two mid-terms and a final exam are usually considered sufficient feedback and assessment for the teacher to determine whether the students “got it” or not. But a learning-centered course calls for a more sophisticated approach to this aspect of course design. A set of feedback and assessment procedures collectively known as “educative assessment” is needed to go beyond “audit-ive-type assessment” (that which is designed solely to give the teacher a basis for awarding a grade). Educative assessment actually enhances the quality of student learning. In Figure 2, the four key components of educative assessment are contrasted with the more traditional audit-ive assessment. Forward-Looking Assessment incorporates exercises, questions, and/or problems that create a real-life context for a given issue, problem, or decision to be addressed. To construct this kind of question or problem, the teacher has to “look forward,” beyond the time when the course is over, and ask: “In what kind of situation do I expect students to need, or to be able to use this knowledge?” Then, create a question or problem that replicates this real-life context as closely as possible. The problem also should be somewhat open-ended and not totally pre-structured. If necessary, certain assumptions or constraints can be given, in order to be able to assess the quality of student responses. To illustrate this distinction, let me draw from a course I have taught on world geography in which students have studied, for example, a unit on Southeast Asia. A backward-looking assessment would ask students to tell what the differences are in the population and resources of the various countries in that region. In a forward-looking assessment question, I would ask them to imagine that they are working for a company that wants to establish itself in that region; the company wants the students’ opinions on which country has the necessary political stability, purchasing power for their product, prospects for economic growth, etc. This kind of question asks students to imagine a situation where they could actually use what they have learned. Teachers should explain clearly the criteria and standards that will be used to assess student work. Teachers need to ask themselves, and then share with students: “What are the general traits or characteristics of high quality work in this area?” These are the criteria for evaluation. Then, on each of these criteria, how good does the work have to be, to be acceptably good or exceptionally good? The answers to these questions reveal the teacher’s standards. It is also important for teachers to create opportunities for students to engage in self-assessment. Later in life, students will need to assess their own performance, and they should start learning how to do that while in the course. You may want the class to do this initially in groups, and later individually. Somewhere along the way, students need to generate—and perhaps discuss—appropriate criteria for evaluating and assessing their own work. 13 As the students work to learn how to perform well, teachers need to provide feedback. High quality feedback will have the characteristics of “FIDeLity” feedback: • Frequent: Give feedback daily, weekly, or as frequently as possible. • Immediate: Get the feedback to students as soon as possible. • Discriminating: Make clear what the difference is between poor, acceptable, and exceptional work. • Loving: Be empathetic in the way you deliver your feedback. Figure 2 AUDIT-IVE AND EDUCATIVE ASSESSMENT AUDIT-IVE ASSESSMENT* EDUCATIVE ASSESSMENT Forward-Looking ASSESSMENT*** SELF-ASSESSMENT (by learners) Backward-Looking ASSESSMENT** CRITERIA & STANDARDS “FIDeLity” FEEDBACK (Traditional) GRADING BETTER LEARNING (as well as more authentic grading) * Audit-ive Assessment: Assessment, which only determines whether students learned correctly, rather than helping them learn, which educative assessment promotes. **Backward-Looking Assessment: Assessment is constructed to determine whether students "got" the material they studied. ***Forward-Looking Assessment: Assessment is constructed to determine whether students are ready for some future activity, after the current period of learning is over. 14