a framework for toolmaking
IML: Designing Subjects & Courses
EXCERPTS:
“In designing course programs, it’s important to consider the overall aims for student learning in the course and how the structure of the course and its component subjects enable students to achieve these aims….”
“Designing a subject also starts with considering what and how students are intended to learn, then designing the learning objectives, subject structure learning activities and forms of assessment with this in mind. On this site you’ll find some suggestions and resources for improving subject design, considering student diversity and introducing flexible learning. You may also be interested in the sections of this website on assessment, groupwork and e-learning.”
Teaching Goals Inventory Online
Test to see if you are meeting your teaching goals.
Took it:
This table contains
your results. The third column contains the
percentage of items within each cluster that you
rated “essential.” The fourth column contains the
average rating you assigned to items within each
cluster.
|
|
Cluster |
“Essential” |
|
|
I. Higher Order Thinking Skills |
|
50% |
|
|
II. Basic Academic Success Skills |
|
22% |
|
|
III. Discipline-Specific Knowledge and |
|
63% |
|
|
IV. Liberal Arts and Academic |
|
30% |
|
|
V. Work and Career Preparation |
|
13% |
|
|
VI. Personal Development |
|
44% |
|
You identified your primary role as a teacher as
“Fostering student development and personal growth.”
It may be useful
to compare your results to those of a large sample
of teachers. The following table provides mean
cluster ratings and the average percentage of items
in each cluster rated “essential.” The data were
collected from over 2,800 faculty members at 15
community colleges and 17 private four year
colleges. The sample is clearly biased in the
direction of faculty working at institutions with
the education of undergraduates as their primary
mission, and if your institution’s mission differs,
you will want to keep that in mind.
|
Mean Cluster Ratings (M) and Percent (%) “Essential” Ratings |
||||
|
|
|
|||
|
TGI Cluster |
|
|
|
|
|
I. Higher order thinking skills |
|
|
|
|
|
III. Discipline-specific |
|
|
|
|
|
VI Personal development |
|
|
|
|
|
V. Work and career |
|
|
|
|
|
IV. Liberal Arts |
|
|
|
|
|
II. Basic Skills |
|
|
|
|
*Reproduced with permission.
CTL: Publications / Teaching at Carolina
Course Planning and Teaching
for narrative section…
notes on printout
Constructing a Syllabus
http://www.brown.edu/Administration/Sheridan_Center/publications/syllabus.html
Excerpts:
Linking Effective Teaching to the Course Outline…
“How can I get students to discuss more in class?” “Why aren’t they completing required readings?” “Why did my students do so poorly on the mid-term?” “I’m teaching a class for the first time. What books am I going to use?” “How am I going to assess my students?” Sound familiar? Although these common questions may appear to be isolated issues, they are, in fact, closely related.
The source of the problems giving rise to these types of questions can usually be traced to the manner in which the course has been set up, or, more specifically, to the course outline, that apparently benign document instructors assemble and distribute to students at the start of semester. Whether it is intended or not, the quality of the course outline is a fairly reliable indicator of the quality of teaching and learning that will take place over the course of a semester.
CIDR Teaching and Learning Bulletin
Excerpt:
1) Who are the students?
Before class begins, find out as much as you can about the students. You have your own experience as a source of information, as well as that of fellow faculty and staff in your department.
2(a) What do you want students to be able to do?
Considering who the students are, what should they be able to do at the end of the course that they couldn’t necessarily do coming into it?
2(b) How will you know what students are able to do?
Considering who the students are, and what you want them to be able to do, what will provide you with reliable evidence during the course that they are learning and, at the end of the course, that they have learned?
3) Course Activities, Assignments, and Materials:
Design your course around activities that are most likely to lead students toward the goals you have defined.
http://depts.washington.edu/cidrweb/DesignTools.htm
Even better.
http://www.edo.ca/certification/learningtools/learningtools.htm
ROCKING for learning narrative section and delivery section.
From the “Council for the Advancement of Native Development Officers” in Canada for certifying Aboriginal Economic Developers talking them through the process of reviewing distance education opportunities.
What I did:
http://23longacre.com/thesis/pDraft1/presentationDraft.html
Screens for presentations… some visual thinking… front page is 36 thumbnails
This is what I’m going to show in class.
http://itp.nyu.edu/projects/projectinfo.php?project_id=240
Put the info in for Midori, but not for the paper outline…
I’m wondering if my "research methods" should be part of it?
How I found books, what software I used? Card sorting exercises?
http://23longacre.com/thesis/mine/Framework.jpg
Outline of the actual thesis… not as far down as I can go, but yeash!
How far down should I go? Should I make a better one of these and
just have the hyperlinks be my paper?
Next Week:
Paper outline done and current text placed in to it.
Another pass at presentation, practice in front of people.
Draft of sample workbook.
http://www.kerismith.com/blog/
Starts to be the first “Artists Blog” That really feels right.
A lot of texture, excercises, writing… its on its way.
- Scans of stuff is wonderful
- The attitude is casual, but the pieces are quite finished… finished is a problem?
Journal as artist’s book
http://www.wellesley.edu/Library/Wintex/Journal_as_artist%27s_book.html
Exhibit profile of some really tactile personal objects. The book itself is a work of art.
I should do a search on Artist’s book, too.
Very tactile, but not informational… too much of the warmth. Not enough distance.
