instructional,course, design,&,specification: asystematic...

©2016 Center of Teaching & Learning Development (CTLD), King AbdulazizUniversity, All rights reserved. No part of this training slides may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic methods, without the prior written permission of CTLD

Instructional Course

Design & Specification:

A Systematic

Approach

Dr. Amal Sindi, BDS, MSc, Ph.D.• Vice-‐‑Dean Female Section, Faculty of Dentistry• Deputy General Supervisor, Academic Accreditation Administration• Assistant Professor and Consultant, Oral Diagnostic Science Department, Oral Pathology Division

Dr. Dalia E. Meisha, BDS, MPH, CAGS, DScD• Assistant Professor, Department of Dental Public Health• Head, Outcome Assessment Unit• Consultant, Orthodontics• Faculty of Dentistry

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Outline

1. The sequence of effective course design

2. Definition of Learning outcomes (LO) and how to

Formulate LO

3. Teaching strategies and assessment methods

4. NCAAA Course specification template and how to

formulate a course specification

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Part 1: The Sequence of Effective Course Design

1. New challenges in the 21st century

2. Instructional Course Design

3. Student centered vs. teacher centered

4. Outcome based Education

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What has Changed for students in the 21st Century?

Collaboration

Communication

Critical Thinking

Computers

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Challenges for the 21st Century Teacher/Facilitator

• Classroom Management/Group Organization

• Questioning Strategies

• Rubric Development/Scoring

• Software/Hardware Training

• Time Management/Planning

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2. Instructional Course Design (ID)

Refers to the systematic and reflective process of translating the

principles of learning and instruction into:

• plans for instructional materials

• activities

• information resources

• and evaluation1.

ID is a process that can help improve the design and development of courses and course content.

1(Smith and Ragan, 1999)

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Planning the Course

Identify the Course’s scope

Analysis

Constructive alignment

• Consider the audience (students)•Mission and Vision• Needs of the labor market• Requirements of national and international accreditation organizations.

• Updating old content and course development

• Determinewhere the course fits into the program.• All courses should be designed on one another and beintegrated to achieve the intended program learningoutcomes.

• Of the situational context of your course: teaching conditions and the learning resources (such as IT, laboratory, and clinics).

• Determine what you want students to learn and how to measure. • Select activities, assignments, and materials and link to specific and clear LO.

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Constructive Alignment

Principle used for devising teaching and learning activities, and assessment tasks, that directly address the learning outcomes intended in a way not typically achieved in traditional lectures, tutorial classes and examinations4

2 (Biggs and Tang, 2011)

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Student-‐Centered Learning3 Teacher-‐Centered Learning

1. Construct knowledge through gathering and synthesizing information and integrating it with skills of inquiry (communication, critical thinking, problem solving, and so on).

1. Knowledge is transmitted from professor to students.

2. Students are actively involved. 2. Students passively receive information.

3. Instructor’s role is to coach and facilitate. 3. Instructor’s role is to be the primary information giver.

4. Teaching and assessing are aligned and integrated.

4. Teaching and Assessing are separate.

5. Assessment is used to promote learning. 5. Assessment is used to monitor learning.

6. Emphasis is on generating better questions and learning from errors.

6. Emphasis is on right answers.

7. Desired learning is assessed directly through papers, projects, performances, and portfolios.

7. Desired learning is assessed indirectly through use of objectively scored tests.

8. Approach is compatible with interdisciplinary investigation.

8. Focus is on a single discipline.

9. Culture is cooperative, collaborative, and supportive.

9. Culture is competitive and individualistic.

10. Instructors and students learn together. 10. Only students are viewed as learners.3(Huba and Freed, 2000)

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4. They have the opportunity to synthesize and reflect on

what they have learned

Students learn best when:

1. They have a context for new knowledgeand new

experiences

2. Their interest is captured3. They use what they know and apply it to real world or

real life experience

3. Student Centered vs. Teacher Centered

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4. Outcome Based education (OBE)

• With the implementation of the National Qualification Framework

(NQF), All Saudi Universities have adopted an outcome-‐based

educational model.

• Method of student-‐centered teaching that focuses on what

students know and what they can actually do after they are taught.

• A key feature of OBE: is the development and implementation of

clear expectations regarding undergraduate and graduate student

learning outcomes.

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OBE Application

For OBE to be fully effective, a change in the philosophy of learning and

teaching is required, which focuses on student learning. It is a “design

down” approach to curriculum development :

3. Assessing the extent to which the student meets these outcomes through the use of specific assessment criteria.

1. Using LO statements to make explicit what the student is expected to be able to know, understand or do

2. Providing learning activities which will help the student to reach these outcomes

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2. Evaluating and improving the curriculum.

For further reading and webinar on OBE:http://cll.mcmaster.ca/articulate/COU/Outcomes%20Based%20Education%20Webinar/player.html

Advantages of OBE4

5. Students take responsibility for their own learning.6. Means for students to communicate the knowledge, skillsand experience acquired.

1. Collaborative curriculum planning.

3. Enhance the quality of teaching and learning by ensuring accountability and quality assurance..4. Ensure the accreditation of new and existing programs.

4 (Spady, 1994)

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To Summarize:

Part 1: The Sequence of Effective Course Design


2. Instructional Course Design

3. Student centered vs. teacher centered

4. Outcome based Education

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Part 2: Definition of Learning Outcomes (LO) and How to Formulate LO

1. NQF

2. Learning Outcomes (LO)

3. Objectives and learning outcomes

4. Formulating LO’s

5. Teaching Strategies

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The main elements of the NQF are:• Levels of qualifications corresponding to qualification titles.

• Credits, which may relate to the volume of learning or the amount of

instruction and study time involved.

• Domains of learning outcomes.

NQF: National Qualifications Framework (NQF) A document developed by the NCAAA, describes expected characteristics

of graduates at each level, and learning outcomes in broad areas at each

level.

1. National Qualifications Framework (NQF)

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National Qualifications Framework (NQF)

• Describes the level of qualificationand the increase in

the complexity of learning as students progress

throughout the different academic levels.

• Coordinatebetween the different academic levels.

• Facilitate the transfer from one institute to another.

• Focus on learning outcomes of each program.

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Domains of Learning OutcomeInvolve five groups or domains

5. Psychomotor Skills1. Knowledge

3. Interpersonal Skills and

Responsibility

4. IT and Numerical Skills 2. Cognitive Skills

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The ability to recall, understand, and present information

The ability to understand concepts, theories and critical thinking and creative problem solving skills

The ability to take responsibility for own learning, workeffectively in groups, act responsibly, and act ethically

1. Knowledge 2. Cognitive Skills3. Interpersonal

Skills and Responsibility

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For fields of study where psychomotor skills are important (example dentistry, surgery, arts)

The ability to communicate in oral and written form, use IT, and mathematical skills.

5. Psychomotor Skills

4. IT and Numerical Skills

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2.2. Purpose of LO’s

2.3. Applications of LO’s

2.4. Points to consider

2.5. Importance of LO’s

2. Learning Outcomes (LO)

2.6. Characteristics of LO’s

2.1. Definition of LO’s

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ILO’s

List Contents

Teaching & Learning Strategy to achieve LO

Design Activities and Skills

Design Assessment to test LO achievement

University

Program

Identify Mission, Aim & Objectives

Faculty • Write Program Learning outcomes

• Write Course*Learning outcomes

Student Outcomes

List Contents

Teaching & Learning Strategy to achieve LO

Design Activities

Design Assessment to achieve LO’s

Modify based on feedback

Modify based on feedback

Duclan Kennedy (2007)

• Use the content of the course objectives to determine what specific learning you expect students to achieve.

Course

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2.1. Definition of Learning Outcomes (LO)

• Definition:Refers to specific knowledge, practical skills, areas of professional

development, attitudes, higher-‐order thinking skills, etc., that faculty

member expect students to develop, learn, or master during a course5.

• NCAAA definition: Are statements of what the student will know and be able to do or

demonstrate because of their learning and are part of a student-‐

centered approach.

5(Suskie, 2004)

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2.2 Purpose of Using LO’s

• Clear to students what is expected of them • Clear to teachers what students are expected to learn in the

course/program • Facilitate teachers to select the most appropriate teaching

strategy• Facilitate teachers to select the most appropriate assessment

strategy• Helps to keep teaching focused on student learning • Represent transparency within higher education systems

Nationally and Internationally.

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LO have applications in many settings:

• Individual higher education institution (Mission statement of the University/Faculty, for course and programs of study).

• Nationally (for qualifications, qualifications frameworks and quality assurance regimes).

• Internationally (for wider recognition and accreditation purposes).

2.3. Applications of LO’s

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LO takes into consideration:• Program mission and objectives.• Academic and qualification standards.• Graduate characteristics. • Needs of the stakeholders and the community.• NQF.

LO must not simply be a “wish list” of what a student is capable of doing on completion of the learning activity. They should be be simpleand clearly described and should be capable of being validly assessed.

2.4. Points to Consider

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2.5. Importance of LO’s

4. They build evidence for accountability, accreditation, and continuous improvement.

2. Provide evidence of students’ performance.

1. Help guide faculty across the university to develop curricula, plan courses, determine financial needs, design syllabi, construct learning activities, and assess student learning.

3. LO’s provide a framework for learners and advisers in order to discuss the goals of the curriculum and personal career goals for individual students.

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Characteristics of Well Stated Learning Outcomes1. Should be aligned with the program LO’s.2. Student-‐focused rather than professor focused3. Focused on learning resulting from an activity

5. Focused on skills and abilities central to the discipline and based on professional standards of excellence

6. Clear and specific enough to be measurable.7. Focused on aspects of learning that will develop and

endure but that can be assessed in some form

2.6. Characteristics of LO’s

4. Should use a variety of learning domains (NQF).

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3. Objectives and Learning Outcomes

Objectives of a course / program Leaning Outcomes

A broad general statement of the teaching intention

Are statements of what the students will be able to do or demonstrate as a result of their learning

Not intended to be measured Intended to be measured

Part of a teacher-‐centered approach.

Part of a student-‐centered approach.

Outline the material the instructor intends to cover (what the instructor is responsible for)

Focus on what the students know, and are able to do by the end of a course.

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4.2. Guide to formulating LO’s

4.1. Factors to consider when formulating LO’s

3. Focus on the learning that results from the course rather than describing lessons or activities in the course.

2. Focus on knowledge and skills that are central to the course topic and/or discipline.

1. Create statements that are student-‐centeredrather than faculty-‐centered.

4. Use active verbs to start the Student Learning Outcome statements.


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6. Align the Course level LO’s with the Program LO’s level and within the different levels of the Program.

7. Limit the Course-‐level LO’s to 6-‐10 statements for the entire course.

8. More detailed, specific outcomes can be developed for individual units or assignments within the course.


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LOs should contain three parts8 that deal with:1. Behaviour: an action (measurable) verb to describe what

participants will be able to do as a consequence of a learning activity.

2. Condition: an environment or situation in which the student will perform the behaviour or the tools/information they will be given when they demonstrate their learning.

3. Criterion: describing the limits or range of an acceptable performance, i.e. addressing the question of ‘how well the learner has to perform for one to be able to say that the LO has been achieved?’

8(Magar, 1997)


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Learning outcomes Include verb1-‐ Knowledge Facts

Concepts, theories,Procedures

Describe, define, explain, translate, discuss, list, name

2-‐ Cognitive skills ApplyCreative thinkingProblem solving

Use, apply, discover, evaluate, develop, recommend, design, measure, differentiate

3-‐ Interpersonal skills andresponsibility

Own learning, Group workEthical standards, Behavior

Listens, help, interact,communicate,

4-‐ Communication, IT, and numerical skills

Oral and written,communication, Use of ITUse of math and statistics

Count, use, communicate, prepare, show, formulate,calculate

5-‐ Psychomotor Draw, Hold, Test , Draw, paint, drill , produce, perform


Formulating LO’s

A Comparison of Poorly and Well Stated Outcomes

1. Students will understand Erikson’s developmental stages.

1. Students will summarizeeach of Erikson’s stages of development.

2. Students will be familiar with the major sociological perspectives and how they relate to their daily lives.

2. Students will describe each of the major sociological perspectives and how each perspective relates to events in their daily lives.

3. Students will know the skills necessary for conducting research in the natural sciences.

3. Students will design a research project using appropriate scientific theory and methodology.

• Understand• Appreciate• Know about• Become familiar with• Learn about• Become aware of• Review• Enlarge

Formulating LO’s

• Deepen• Continue• Ensure• Consider• Develop• Learn• Understand

Avoid describing action taken by someone other than the learner: “The program will...” or“The course will…”

Verbs to avoid (vague)

Compile, identify, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, critique, outline, or evaluate

Formulating LO’s

Example good action words:

Example of LO

At the end of this program Nursing students should be able to: Use gloves all the time when nursing patients

Example of KPI % of nursing students that uses gloves when nursing patients

Formulating LO’s

•Measurable verb• Condition (under which the performance occur) • Criterion of acceptable performance

• Verb to indicate what the learner is expected to be able

to do by the end of the course (Use gloves).

• Word the indicate on what or with what the learner is

acting or the skill performed (Patients).

• Word indicate the nature of the performance required

(evidence that the learning is achieved/criterion ) (All

the time).

Formulating LO’s

Outcomes(results)

Methods(activities)

Measures(data collection)

Criterion(standard of performance)

At the end of this course students will be able to...

To meet this outcome, students will…

To evaluate this outcome, faculty will…

As a sign of success, the target will be…

EXAMPLESpeak in an engaging, logical, and well-‐clearway

give an oral presentation on a relevant topic of their choice

grade the presentation using a point rubric that measures :1. Accuracy of

language, 2. Use of eye contact3. Effectiveness of

answering questions

80% of students will achieve at least an average of a 2 (KPI)

• KPI is a measure that provides information on the extent of progress toward the goal and allows comparison

• Knowledge: List the surgical approaches in treatment of oral disease.

• Cognitive: Analyze computer systems security vulnerabilities using appropriate resources.

• Interpersonal & responsibility: Collaborate with a multidisciplinary team to provide the best patient care for a stroke patient.

• Comm. & IT: Make an effective presentation. • Psychomotor: Testing reflex and muscle.

Formulating LO’s

Examples of LO’s in the 5 learning domains:

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Activity: Learning Outcome (15 Min)

• In small groups, choose a course and formulate 5 measurable

LO’s (one in each learning domain) based on NCAAA guidelines.

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Activity: Learning Outcome (15 Min)

Course Learning Outcomes

1 Knowledge

2 Cognitive Skills

3 Interpersonal Skills & Responsibility

4. Communication, Information Technology, Numerical

5 Psychomotor

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Constructive Alignment

Planning your teaching and learning activities, and assessment tasks in alignment with the learning outcomes.

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Part 2: Definition of Learning Outcomes (LO) and How to Formulate LO

1. NQF

2. Definition of learning outcomes (LO)

3. Objectives and learning outcomes


5. Teaching Strategies

To Summarize

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1.General information about the course

2.Objective of the course

3.Course content

4.Course LO

5. Course teaching strategies

The components of the Course Specification template16

6. Course assessment

strategies

7. Student academic

counseling and support

8. Learning resources

9. Course evaluation

2. NCAAA Course Specification Template

16(NCAAA)

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Way forward

Before our next week session: Create the LOs for your course in NCAAA

template.

During the week (other modules): You should determine how your

teaching activities and assessment methods measure the LO’s.

Next week: In class: peer-‐ review of 1st draft please bring printed copy

next session.

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References

1. Smith, P. L., & Ragan, T. J. (1999). Instructional design (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

2. Biggs, J., and Tang, C. (2011). Teaching for quality learning at university. 4th ed. Buckingham: The Society for Research into Higher Education & Open University Press.

3. Huba, M.E. & Freed, J.E. (2000). Learner-‐centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon. (p. 108).

4. Spady, W. (1994). Outcomes Based Education: Critical Issues and Answers. American Association of School Administration: Arlington, Virginia.

5. Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. San Francisco: Jossey-‐Bass.

6. Bloom, B. S. (1956). Taxonomy of Educational Objectives. Cognitive Domain. Handbook I. Longman.

7. Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman

8. Mager, R. F. (1997). Preparing instructional objectives a critical tool in the development of effective instruction. (3rd ed.), pp. v–vi. Atlanta, Ga.: Center for Effective Performance.

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9. Marton, F. & Saljo, R. (1976) On Qualitative Differences in Learning: I-‐Outcome and Process. British Journal of educational Psychology, 46, 4-‐11.

10. Biggs, J.(1987) Student approaches to learning and studying. Melbourne: Australian Council for Educational Research

11. Bourner, T. Teaching methods for learning outcomes, Education and Training Volume 39 ·∙ Number 9 ·∙ 1997. pp. 344–348, MCB University Press ·∙ ISSN 0040-‐0912

12. Astin, A., Banta, T., Cross, K., El-‐Khawas, E., Ewell, P., Hutchcings, P., et al. (n. d.). American Association of Higher Education (AAHE)Principles of Good Practice for Assessing Student Learning. Retrieved from http://assessment.uconn.edu/docs/resources/AAHE_Principles_of_Good_Practice.pdf

13. Walvoord, B.E. (2010). Assessment clear and simple: A practical guide for institutions, departments and general education. San Francisco, CA: Jossey-‐Bass.

14. Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using context-‐adaptive planning. Boston, MA: Pearson A&B.

15. Harlen, W. and James, M., 1997. Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, 4(3), pp.365-‐379.

16. NCAAA Templates and Forms: Program Specification, Program Report, Course Specification, Course Report, Field Experience Specification, Field Experience Report http://aaa.kau.edu.sa/Pages-‐20152.aspx

References

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Thank you

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