Krista Varanyak (University of Virginia)
Abstract
When it comes to course design, instructors should think beyond the schedule of deadlines, and delivery mode of information to students and needs and goals of the learners in the course. However, the typical model of course design prioritizes content instructors “must” cover to map the semester over the big-picture learning. In the learner-centered model, instructors first create a course goal, then objects, then back fill the semester of assignments to meet those criteria. Since taking the time to delve into course design is daunting alone, this collaborative workshop will serve as dedicated time to focus on course (re)design.
In this workshop, participants will be exposed to the benefits of evidence-based pedagogical practices of backwards, learner-centered course design, including Bloom’s taxonomy of learning. Then participants will take time to brainstorm through goals and objectives that align with the needs of their courses. Finally, participants will begin to implement the backwards design by adapting their syllabus for these inclusive practices.
Participants should come prepared with a specific course in mind that they wish to design or re-design. It will be useful to consider ahead of time what are the main takeaways you hope your students will have from the course.
This workshop is adapted from the week-long Course Design Institute hosted at UVA. Therefore, it is not expected that you will fully (re)design your course during the workshop. However, you will leave equipped to continue adapting your learner-centered design.