I Step 1 : Long-term Behaviors






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Course Name:

Cow-se Design Institute

Course Designer:

Dan Apple and Steve Beyerlein

Course Description:

Explore and apply a course design methodology that clearly articulates learning out-comes, knowledge elements, course activities, performance expectations, and performance measures that justify use of in-class and out-of-class time as well as docmnent achievement for students in the course as well as other faculty members.


Inspire faculty members to invest time in course design as the foundation for producing intended learning and development of learners


Step 1 : Long-term Behaviors

Instructional designers that are:

1. Outcome driven, where c1ment and future performance is envisioned through clearly stated learning outcomes and long-tenn behaviors.

2. Sensitive to learner and teacher challenges resulting from prior preparation and experiences.

3. Mindful of relevant learning theory and research-based practices in the educational literature.

4. Systematic in their integration of process and content that in tum produces significant learning and growth. 5. Thoughtful in their inclusion of assessment and evaluation in the learning process to promote higher levels

of performance.

6. Consistent in their focus on meaningful and measurable performance criteria throughout the course. 7. Transparent in their designs by producing syllabi that cornrnw1icate the design and implementation to al!

of the stakeholders for the cow-se.

8. Committed to continuous review and refinement of the design process to maximize its efficiency and effectiveness.


Step 2: Course Intentions

1. Challenge the fallacy that a textbook alone is the curriculum of a course, rather than just a resource for learning.

2. Increase awareness of and motivation to embed process elements in course design.

3. Introduce an effective and efficient course design process that compels faculty to want to use it for every course they teach.

4. Advance institutional processes for stating and measuring course learning outcomes.

Broad Learning Goals

l. Clarify long-tenn. behaviors that should be cultivated within a course

2. Write learning outcomes for a course that include attention to process development, experiences, and integrated perfmmances

3. Construct knowledge tables that prioritize different types of learning by types of knovvledge 4. Create methodologies for improving proficiency with key processes underlying a course

5. Identify sets of transferable learning skills which when emphasized throughout the course can aug-ment mastery of content as well as learner perfonnance in other settings.


6. Build a table of learning activities to structure the use of learner time by integrating process and con-tent elements in a sequential manner

7. Formulate performance criteria and align a set of performance measures that document different levels of student success

8. Construct supporting feedback systems involving assessment and evaluation

9. Compose syllabi that clearly corrummicate course design to the learner as well as other instructors.

Step 3:

Learning Outcomes

Competencies Movement Accomplishment Experience Integrated Performance

I. Identify learning outcomes that helps everyone to see the results produced from a course 2. Construct a knowledge table that fully captures and catalogs the content for the course 3. Choose appropriate learning skills that are essential for student learning success 4. Create key methodologies that model and unlock process knowledge for the learner 5. Design an evaluation system that measures student success in meeting learning outcomes 6. Compile a syllabus that communicates course design to the intended learners

1. Increase design skills and mindset

2. Strengthen the integration of assessment in teaching/learning practice

3. Increase collaboration between faculty in matters of course design and delivery

Produce a 6-8 page course design document that contains an activities table with specifications that can be used to drive the development of all learning outcomes associated with the course.

In collaborating with one or two other faculty members, design a course that you teach by stepping through the design methodology. There will be approximately numerous milestones in the design process where models of other courses will be shared and assessed. Also.

at critical times, the facilitator will model how to do a specific step. Your course design will be assessed by tl1e facilitator and other team members. By the end of the experience. individual steps in your course design will be aligned in a complete and insightful manner.

Design a course that aligns a set of sequenced activities that have integrated process and content elements around a set of themes that connect a knowledge table, different activity types, and specific learning skills. The set of activities will produce the intended learning and growth outlined by course learning outcomes and long-term behaviors. These will be measured through a set of performance criteria and perfonnance measures that form the basis for an effective evaluation system. A complementary assessment system will be created to increase the quality of the design and improve student learning. All of this is communicated in syllabus that is tailored to prospective students as a guide to their learning.


Step 4:

Knowledge Table

Concepts Processes Tools Contexts Ways of Being Forms of Assessment Course Design Activity Types Outcomes-Oriented I I

Knowledge Evaluation Template Design Teams Designer

Learning Skills Design Course Evaluation Peer Assessment Moving from Red

Accomplishments Writing System to Green

Learning Performance Course Assessment Mindset


Assessment Experiences Criteria

Competencies Designing System

Performance Syllabus



Performance Measures Activities Table

Movement Designing a Learning Activities Long-term Methodology Knowledge Table Behaviors Themes Way of Being Context Course Intentions Sequencing


Step 5:


for the


Design Process


Iteration through Assessment Alignment

Moving from Red to Green


Step 6:


Course Design Process Writing Performance Criteria

Designing a Perfo1mance Measure Designing an Activity

Writing Long-term Behaviors


Step 8:

Learning Skills

Designing a Methodology Creating an Activities Table Designing a Grading System Designing an Assessment System

Cognitive: envisioning, establishing requirements, systematizing, identifying similarities, brainstorming, integrating

Social: knowing the audience, collaborating, plam1ing, assessing performance Affective: prioritizing. being patient, managing resources







Step 17: Performance Criteria


Clearly de.fines desired results; creates precise dimensional learning outcomes; defines the activities and

processes used to produce the results; identifies ·ways to embed assessment in order to increase quality;

produces an evaluation system to assure desired results.


Knows where value is essential; designs the appropriate times.for determin;ng ·whether or not value is being

produced by setting clear expectations and standards; uses unbiased judgments to reward pe,:formance


Values the synergy of relationships and teams; plays a variety o.froles effectively while helping others perform

/heir role effectively; compromises self for the betterment of all.

Life-Long Learner

Constantly seeks additional knmdedge by systematically using professional development plans; leverages

experts and resources: assesses own learningperformance; and validates own learning. Measurer

Jdent{fies critical qualities; creates performance criteria: identffies best items to measure: effectively times

when and how to measure vvith appropriate accuracy and precision.


Step 18: Performance Measures

• Design - Holistic and Analytical

• Performing in a Team - Holistic and Analytical

• Life-long Leamer - Holistic

• Evaluator (to be developed)

• Measurer (to be developed)


Step 19: Assessment System


Step 20: Evaluation System (Grading)

I. Peer Assessment of Design Documents (3 times) Performance Tasks

2. Instructor assessment of Design Documents (3 times) (if the course were for a doctoral program) 3. Self-assessment of Design Document (2 times) 1. Activities Table (25%)

4. Mid-term Assessment of the Institute 2. Syllabus ( 15%)

5. Summativc Assessment of the Institute 3. Course Assessment System (15%)

4. Learning Outcomes (15%) 5. Grading System (10%) 6. Long-tenn Behaviors (10%) 7. Knowledge Table (10%)



Step 7: Course Activities


Activity Name Knowledge Table Theme Activity Type Learning Skills In/ Purpose


Step 7 Item Step 9 Step 12 Steps 9 & 10 Steps 8 & 14

Time Step 7

Orientation Collaboration Reading Integrating Out; To help learners understand the

3 hrs basic process and mindset for course design


Welcoming Design Teams Moving from Sharing Collaborating In; For each member of learning

Red to Green 30 min community to understand who is

involved and what courses will be the focus

Analyzing Course Design Process, Design Process Assessment Establishing requirements In; Analyzing a model of course

Design Document Course Design 45 min design in preparation for an

Template experience they are going to

undertake themselves

Long-term Long-term Behaviors Moving from Project Base Knowing the Audience In; Produce a clear target for what

Behaviors Red to Green Collaborating 45 min is to be produced in the learners

Envisioning from the course

Course Intentions Course Intentions Design Process Project Base Knowing the Audience In; Identify reasons for the course

and Broad Collaborating 60 min and direction the course is going

Learning Goals

Envisioning to take

Writing Learning Learning Design Process Project Base Envisioning, In; The results in knowledge

Outcomes Experiences, Knowing the Audience, 60 min produced in the learners from the


Persisting collective learning experiences

Integrated Performance, Competencies Accomplishments Outcomes oriented

Assessing a Designer Assessment Peer-assessment In; Peer assessment of another

Course Design Peer Assessor 45 min team's course design document to

Document learn from and help one another

Creating a Forms of Collaboration Project Base Prioritizing In; To inventory content, select more

Knowledge Table Knowledge, Systematizing 60 min important knowledge, determine

Knowledge Table,

Managing resources what level of learning for each

Context, element after classifying by type


Activity Name Knowledge Table Theme Activity Type Learning Skills In/ Purpose Out&

Step 7 Item Step 9 Step 12 Steps 9


10 Steps 8


14 Time Step 7

Themes Themes Alignment Project Base Systematizing In; To align activities leading to

pro-Managing resources 30 min ducing the long-term behaviors


Creating a Designing a Design Process Demonstration Being Patient In; See the power of taking complex

Methodology Methodology Brainstorming 60 min process knowledge and modeling

it for the learners

Homework Moving from Red Alignment Review and Assessing Performance Out; To review the past day - clean up

to Green Assessment 120 previous work, use the

assess-min ment and additional learning to

review and edit the past steps


Top Tips Learned Assessment Alignment Reflection Integrating In; Capture learning from reflection

Collaborating 30 min

Learning Skills Learning Skills Moving from Brainstorming Prioritizing In; Select 15 skills from the set of 275

Red to Green Collaborating 60 min skills


Inventorying Learning Activities Collaboration Brainstorming Planning In; Identify all you current activities

Activities Brainstorming 45 min both in and outside of class

Parsing Content Knowledge Items Alignment Project Base Systematizing In; Taking all the elements out of the

45 min knowledge table and allocate it

with the set of activities identified

Aligning Learning Learning Skills Alignment Project Base Systematizing In; Picking three learning skills to

Skills Identifying Similarities 45 min support the performance of each


Selecting Activity Activity Types Moving from Project Base Knowing the Audience In; Picking appropriate activity types

Types Red to Green Integrating 60 min for the content and outcomes

Identifying Similarities desired

Sequencing- Sequencing Assessment Project Base Planning In; Re-sequencing the activities so

Refining the Identifying Similarities 45 min prerequisites are in place by the

Activities Table activity types are mixed

Assessing a Designer Assessment Peer-assessment Knowing the Audience In; Peer assessment of another team

Course Design Assessment 45 min course design document to learn



-Activity Name Knowledge Table Theme Activity Type Learning Skills In/ Purpose

Step 7 Item Step 9 Step 12 Steps 9


10 Steps 8


14 Out& Time Step 7

Homework Assessment Mindset Alignment Review and Assessing Performance Out; To review the past day - clean Assessment 120 up previous work, use the

min assessment and additional learning to review and edit the past steps


Top Tips Learned Assessment Collaboration Reflection Integrating Collaborating, In; Reflection on learning 30 min

Creating an Design Process Interactive Prioritizing In; Modeling the process of doing an

Activity Demonstration Being Patient 60 min activity so participants can write Collaborating activities after the institute

Writing Perfor- Writing Performance Collaboration Project Base Establishing requirements In; Setting Clear and high

perfor-mance Criteria Criteria Envisioning 90 min mance expectations for the course

Identifying Designing Alignment Brainstorming Integrating In; Picking and designing

Performance Performance Managing resources 45 min performance measures that

Measures Measures actually measure what really

matters and align to the performance criteria

Designing Assessment Design Process Project Base Establishing requirements In; To purposely plan a set of

a Course Course Assessment Envisioning 60 min assessment designed to make

Assessment System Managing resources the types of improvements that

System will increase student learning and


Designing a Evaluation Alignment Project Base Establishing requirements In; To produce a motivating and fair

Grading System Course Evaluation Prioritizing 60 min evaluation system that assures

System Integrating student reaching the performance

criteria and learning outcomes

Designing a Syllabus Moving from Project Base Being Patient In; To produce a document that

Syllabus Red to Green Integrating 60 min communicates the course to all stakeholders especially the learner

What has been Assessment Reflection In; Reflection of the learning

Learned 30 min produced from the experience

Assessment of the Assessment Assessment Assessment In; To improve the Course Design

Institute 15 min Institute, as well as follow up with





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