COURSE OUTLINE

COURSE TITLE:              COURSE DEVELOPMENT

COURSE CODE:              B24-T044

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DEPARTMENT(s):              Teacher Education, RRC

PROGRAM(s):              Certificate in Adult Education

COURSE DESCRIPTION:

Course Development is aimed at assisting participants in creating course outlines.  Using the college template and identifying needs through a needs assessment and task analysis, students will create learning outcomes and develop complete course outlines in their areas.  Special attention will be paid to outcomes – subject area and college-wide, indicators of success, broad assessment, instructional techniques, personalizing instruction, and developing mastery, competence, confidence, and commitment.  Course emphases is on the development of specific understandings, aptitudes and  skills that will be meaningful and useful in the participants’ role as adult educator.

COURSE FORMAT:

              Total Hours:              35                             Credit Hours:              3

              Delivery:

In the Summer Term, it is delivered in a one-week compressed format (Monday-Friday – 7 hours a day).  Class time will be a combination of lectures, cooperative learning, discussion and individual, project, and group work.  Pre class work will be assigned. 

COURSE OUTCOMES:

1.0              Understand and correctly apply the key terms, contexts, concepts, models, paradigms of Adult Education and course development.

2.0              Integrate understandings of adult learners and consider the implications of androgogy for course development.

3.0              Articulate the connection between curriculum development and course design.

4.0              Understand the ramifications of systematic course design for instructor accountability and liability.

5.0              Understand the function of a course outline, its elements, their usual format and expression.

6.0              Create a complete outline for a course of your choice, integrating the appropriate elements for the task at hand, specifying the learning domain and the level of learning being targeted.

7.0                Illustrate techniques used to situate learning, that is, make the conditions of learning replicate the conditions where performance of skills will be required in the workplace.

8.0              Design learning activities that allow adult learners to construct their own understanding of the course material.  Demonstrate scaffolding and sequencing. Indicate how you will enable learners to demonstrate competence.

9.0              Identify strategies used to establish conditions for optimal learning in a formal educational setting bearing mind the sometimes competing requirements for individualized learning and the realities of a classroom setting. .

10.0              Design the specifications for formative and summative assessment.

11.0              Incorporate computer mediated and web based techniques and resources in your course design.

COURSE RESOURCES:

              Course materials will be largely web based and accessible in the classroom or elsewhere.

              Additional resources are available from the Assiniboine Community College library.

              .             

UNITS OF INSTRUCTION/DELIVERY FORMAT:

1.              Understand and apply correctly the key terms, contexts, concepts, models, paradigms, and research understandings necessary to operate successfully in the field of course development for adult learners.

• Understand and apply correctly these key terms: curriculum, outcome, instruction, assessment, diversity, disposition, cognitive, affective, psychomotor, constructivism, zone of proximal development, scaffolding, sequencing, situated learning, communities of practice, androgogy, DACUM
• Understand and operate from the context of a curriculum developer: one who operates from a need to fill needs in terms of appropriate outcomes, assessment approaches, and instruction combining subject outcomes with college-wide outcomes.
• Understand the model in terms of application of a template spelling out the main areas which they then fill in.

2. Integrate understandings of adult learners and consider the implications of androgogy for course development
• View the adult learner in terms of a position on a continuum from novice to seasoned.
• Contrast pedagogy and androgogy in  your context
• Understand the varying needs of adult learners.
• Conduct a needs assessment to identify gaps.
• Conduct a task analysis to fill those gaps.

3. Articulate the connection between curriculum development and course design.

• View the course outline as an academic plan or a contract with the learner.
• Reconcile the duties and tasks in the curriculum plan with the elements of the course plan.

4.              Understand the ramifications of systematic course design for instructor accountability and liability.

• In an increasingly litigious society courses must be systematically designed to provide protection for instructors
• Course outlines permit students to be aware of the general agenda for learning.
• Course outlines allow publicly funded  PSE institutions to be accountable to the taxpaying public.
• Course outlines save instructor time and energy allowing for optimal interaction with students.
• Course outlines allow an institution to be consistent between repeated offerings of the same course regardless of instructor.

5.              Understand the function of a course outline, its elements, their usual format and expression

• Identify the common needs of adult learners.
• Identify common teaching targets.
• Identify the and use the appropriate vocabulary for specifying outcomes
• Match activities to outcomes in a way that maximizes learning.

6.              Complete a complete outline for a course of your choice integrating the appropriate elements for the task at hand. 

• Specify the predominant learning domain targeted in your course.
• Determine the level of learning that will be targeted in your course.
• Choose appropriate terms to describe task and operations
• Align learning outcomes, assessment, learning activities and teaching activities.

7.              Illustrate techniques used to situate learning, that is make the conditions of learning replicate the conditions where the performance of the skills will be required in the workplace.

• Develop and employ useful strategies for personalizing and differentiating instruction in course development and in instruction in the classroom.
• Incorporate authentic, real life, every day activities in a real-life way.
• Use authentic assessment.

8. Design learning activities that allow adult learners to construct their own understanding of the course material.  Demonstrate scaffolding, sequencing. Indicate how learners will be able to demonstrate competence.
• Plan to use a constructivist teaching approach and design your course to incorporate as many of your understandings of this perspective as possible.
• Prepare to let learners take charge of their own learning.
• Illustrate a variety of means whereby reflection is facilitated. 
9. Identify strategies used to establish optimal conditions for learning in a formal setting
• Establish an atmosphere of inquiry.
• Establish a learning environment that is safe but authentic.
• Establish the appropriate comfort level for optimal learning.
• Enable students to find and sustain the flow of their learning.
• Prepare students to continue learning in the workplace

10. Design the specifications for formative and summative assessment.

• Understand the process of determining achievement & improvement through feedback: testing, measurement, assessment, evaluation
• Use appropriate assessment re timing/purpose: diagnostic, formative, summative
• Understand and create appropriate assessment targets re: know, reason, skill, product, dispositions
• Use appropriate variety in methods so as to be fair to all: no undue reliance on a single method
• Use Bloom’s Cognitive Taxonomy: knowledge, comprehension, application, analysis, synthesis, evaluation
• Use Wiggins’ Personalized Taxonomy of Understanding: explanation, interpretation, application, perspective, empathy, self-knowledge
• Use Fink’s Interactive Taxonomy of Significance: foundational, knowing, phenomena, remembering facts and ideas; ideas, thinking/acting, application; connecting, integration,; acting & caring, self & others, human dimension; motivation, caring, others; learning how to learn, learning itself; thinking itself, meta-cognition
• Understand and create and use appropriate assessment methods: selection [T-F, Match, M-C]; supply [Completion, Short Answer. Essay]; Performance Tasks; Personal Communication [Oral exam, Interview, Conference, Question & Answer, Discussion, Debate, Observation]
• Understand and ensure the development of Quality Items: clear targets, proper method, proper sample: representative and confident inferences, Interference controlled: bias and distortion, clear purpose
• Apply proper referencing to item interpretation: norm, criterion, self
• Use these tools for increasing objectivity of scoring: anecdotal records, checklists, rating scales, rubrics, exemplars
• Understand and employ adequate methods of organizing evaluations: assessment stations, individual assessments, group assessments, contracts, self- and peer-assessments, expert [teacher] assessment, portfolios
• Continued use of Ongoing Student Activities: written assignments, academic prompts, presentations, conferencing, performance assessments, homework

11. Incorporate computer mediated and web based techniques and resources in your course design.
• Explore online learning communities, blogs, vlogs, podcasts, wikis, chats, bulletin boards. 
• Consider the possibility of delivering all or part of your course by distance using computer mediated instruction.
• Compare and contrast learning management systems both open source and proprietary systems such as Blackboard, WEBCT
• Practice judgment and discrimination when evaluating web-based resources.
• Use learning object repositories.

EVALUATION:

Evaluation will be based on the following assignments.

1.               Establish a weblog and use it to collect and share your reflections from this class.

2.              For a course you either are or will be teaching, create a complete course outline using the template provided.  It must contain all the parts, developed in the usual manner, with clear outcomes, elements, assessment, and instructional techniques.  It will include an Instructional Schedule as follows:

3.              Establish a webblog as a working portfolio and defense for your major learnings from the course. Research and attach links from at least two different sites for each of the course outcomes. Find opposing views, choose the view you find the most appealing and give reasons for your choice.

4.               A 5-8 page paper on a topic from the list developed in class. Using APA format this paper will be assessed according to rubric as negotiated in class.

The overall mark for the class will be based on the amount of work challenged and completed. 

D= class participation and completion of task 1

C= class participation and completion of tasks 1 and 2 above.

B= class participation, and completion of tasks 1, 2 and 3  above

A= Class participation and completion of tasks 1,2, 3 and 4 above.

Class work for credit must be completed by 12:00 Aug 12, 2005

COURSE POLICIES:

All College Policies will apply.

DATE:

              Effective:  Aug 2005

FACULTY:

              Glen Gatin, BA, Cert.Voc Tech Ed, MA in Ed.

              Assiniboine Community College

              1430 Victoria Ave. Brandon MB R7A2A9             

              Phone 204.725.8700 extension6709 Fax. 204 7258740

              Email:gating@assiniboine.net                           

Course Outline – B24-T044 Course Development  2003-04   Page 5

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