Integrated Course Design DAY 1 Build Strong Primary

Integrated Course Design: DAY 1 Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design Phase Intermediate Design Phase Final Design Phase 1. Situational factors 2. Learning goals 3. Feedback and assessment procedures 4. Teaching/learning activities 5. Ensure integration 6. Structure for course 7. Instructional strategy 8. Overall schema of learning activities 9. Grading system 10. Possible problems 11. Syllabus 12. Course and teaching evaluation plan Fink (2004)

Integrated Course Design: DAY 2 Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design Phase Intermediate Design Phase Final Design Phase 1. Situational factors 6. Structure for 2. Learning goals course 3. Feedback and 7. Instructional assessment strategy procedures 8. Overall schema of 4. Teaching/learning activities 5. Ensure integration 9. Grading system 10. Possible problems 11. Syllabus 12. Course and teaching evaluation plan Fink (2004)

Integrated Course Design: DAY 3 Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design Phase Intermediate Design Phase Final Design Phase 1. Situational factors 2. Learning goals 3. Feedback and assessment procedures 4. Teaching/learning activities 5. Ensure integration 6. Structure for course 7. Instructional strategy 8. Overall schema of learning activities 9. Grading system 10. Possible problems 11. Syllabus 12. Course and teaching evaluation plan Fink (2004)

Morning: DAY 1: Situational Factors What are situational factors? Why consider situational factors in your course design? What are your situational factors? Fink (2004)

Situational Factors: Learning Objectives • To identify different kinds of situational factors worth considering when designing a course • To design a learning process that integrates learners’ prior knowledge (i. e. , their context) into it • To design for learning rather than for “learners” (i. e. , types of people)

To design a learning process that integrates learners’ prior knowledge (i. e. , their context) into it (How Learning Works): The Organization of Knowledge: A way of creating an accessible learning experience is taking learner through Kolb’s learning cycle. This kind of learning cycle posits that, in order for a learner to learn something, they have to both experience something for themselves (concrete experience) and then be able to generalize that learning to other contexts (abstract conceptualization)

To design for learning rather than for “learners” (How Learning Works): Prior Knowledge and Identity: Understanding of the content can be enhanced by connecting it to their knowledge and experiences from earlier/prior experiences or from lived realities. There are times however, we overestimate prior knowledge and therefore build new knowledge on “shaky” foundation. It is important to recognize that not all prior knowledge provides an equally solid foundation for new learning.

What is Learner-Centered Design. . . And how does it relate to Situational Factors? Designing for learners in ways that are open to different prior learning and contexts (situational factors) that they may be coming from.

Kolb’s Learning Cycle Concrete Experience: Examples of learning that go through Kolb’s learning cycle Reflect: reviewing/reflecting on the experience. How does this example go through Kolb’s Learning Cycle? Abstract Conceptualization: concluding/learning from the experience. How does the learning form principles? (e. g. , for Math, for eating fruit, etc. ? ) Active Experimentation: How can I create another learning cycle that will test Kolb’s

Concrete Experience Creating the Learning Experience: planning/trying out what you’ve learned. Create your own learning experience for your students (ideally related to the subject matter of your course)

Reflection How does the learning experience that you designed for your students require their input? How does the ways in which you gather input from students necessitate their learning? What aspects of their context or situational factors could be engaged by the learning experience (if any)?

Abstract Conceptualization We just went through Kolb’s Learning Cycles together. . . To show a learner can be engaged to learn in ways that are open to their identity, prior learning, or context. Do you think that Kolb’s Learning cycle does do this? Why/Why not?

Your Situational Factors What prior understanding did you bring into the Kolb cycle when you were trying to understand it, and then trying to design for it? Experiences? Values? Beliefs? What about being at UBC or your University (institutional context) did you bring into this?

The Situational Factors of your course (Draw from your pre-work with Planning your course: things to consider) How does considering your own situational factors for learning inform how you will consider the situational factors of your students?