©2016 Center of Teaching & Learning Development (CTLD), King Abdulaziz University, 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 Division
• Consultant, Orthodontics
• Faculty of Dentistry
3
Outline
1. The sequence of effective course design
2. Definition of Learning outcomes (LO) and how to Formulate LO
3. EEC-HE (NCAAA) Course specification template and
how to formulate a course specification
Part 1: The Sequence of Effective Course Design
1. New challenges in the 21
stcentury 2. Instructional Course Design
3. Student centered vs. teacher centered
4. Outcome based Education
5
1. New challenges in the 21
stcentury
What has Changed for students in the 21
stCentury?
Collaboration Communication
Critical Thinking
Computers
1. New challenges in the 21
stcentury
Challenges for the 21
stCentury 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)
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
• Determine where the course fits into the program.
• All courses should be designed on one another and be integrated to achieve the intended program learning outcomes.
• 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,
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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)
4. They have the opportunity to synthesize and reflect on Students learn best when:
1. They have a context for new knowledge and new experiences
2. Their interest is captured
3. 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.
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 OBE
45. Students take responsibility for their own learning.
6. Means for students to communicate the knowledge, skills and 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)
To Summarize:
Part 1: The Sequence of Effective Course Design
1. New challenges in the 21
stcentury 2. Instructional Course Design
3. Student centered vs. teacher centered
4. Outcome based Education
15
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
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.
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 qualification and the increase in the complexity of learning as students progress
throughout the different academic levels.
• Coordinate between the different academic levels.
• Facilitate the transfer from one institute to another.
• Focus on learning outcomes of each program.
National Qualifications Framework (NQF)
Domains of Learning Outcome Involve five groups or domains
5. Psychomotor Skills
1. Knowledge
3. Interpersonal Skills and Responsibility
4. IT and Numerical Skills 2. Cognitive Skills
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National Qualifications Framework (NQF)
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, work effectively in
groups, act
responsibly, and act ethically
1. Knowledge 2. Cognitive Skills
3. Interpersonal Skills and Responsibility
National Qualifications Framework (NQF)
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
2.1. Definition of Learning Outcomes (LO)
• Refers to specific knowledge, skills, and attitudes, that faculty member expect students to develop, learn, or master during a course5.
• Definition:
Are statements of what the student will know, understand and be able to do or demonstrate as a result of learning activities.
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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.
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 simple and clearly described and should be capable of being validly assessed.
2.4. Points to Consider
2.5. Importance of LO’s
4. They build evidence for accountability, accreditation, and 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 Outcomes 1. Should be aligned with the program LO’s.
2. Student-focused rather than professor focused 3. 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).
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 Focus on what the students know, and are able to do by the end of a
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4. Formulating LO’s
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-centered rather than faculty-centered.
4. Use active verbs to start the Student Learning Outcome statements.
4.1. Factors to consider when formulating LO’s
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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.
4.1. Factors to consider when formulating LO’s
LOs should contain three parts
8that 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?’
4.2. Guide to formulating LO’s
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Learning outcomes Include verb
1- Knowledge Facts
Concepts, theories, Procedures
Describe, define, explain, translate, discuss, list, name 2- Cognitive skills Apply
Creative thinking Problem solving
Use, apply, discover, evaluate, develop, recommend, design, measure, differentiate
3- Interpersonal skills and
responsibility Own learning, Group work
Ethical standards, Behavior Listens, help, interact, communicate,
4- Communication, IT, and
numerical skills Oral and written,
communication, Use of IT Use of math and statistics
Count, use, communicate, prepare, show, formulate, calculate
5- Psychomotor Draw, Hold, Test , Draw, paint, drill , produce, perform
4.2. Guide to formulating LO’s
Formulating LO’s
A Comparison of Poorly and Well Stated Outcomes
1. Students will understand
Erikson’s developmental stages. 1. Students will summarize each 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…
EXAMPLE
Speak in an engaging, logical, and well-clear way
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 contact 3. 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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Constructive Alignment
Planning your teaching and learning activities, and
assessment tasks in alignment with the learning outcomes.
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 4. Formulating LO’s
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 template
166. Course assessment strategies
7. Student academic counseling and support 8. Learning resources 9. Course evaluation
2. NCAAA Course Specification Template
16(NCAAA)
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.
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,
