July 15, 2011 Meeting

Meeting
Friday, July 15th 10AM – 2 PM at Utah Valley University, Extended Education Building, Room 111.

Agenda
10:00     Meet and Greet
10:20     Welcome – Dan Clark Sr. Director UVU DE
10:30     Campus Reports – What’s New?
11:00     Finking the Process of Course Design
Donna Harp Ziegenfuss, Ed.D.
12:00     Working Lunch (provided by UVU)
Canvas Implementation Roundtable
1:00     Planning the Future for the Utah ID Group

Presentation Abstract
Finking the Process of Course Design
How higher education faculty approach and conceptualize teaching has been well documented in the literature (Angelo & Cross, 1993; McKeachie, 1994; Samuelowicz & Bain, 2001). However, there is a little written about how faculty conceptualize, design, and develop the courses they teach. The literature also indicates that faculty do not follow systematic processes or use instructional design models when designing courses (Fink, 2003; Hiscock, 1997; Richlin, 2006; Weimer, 2001). Fink in his 2003 book, Creating Significant Learning Environments, stresses the importance of course design and states that, “faculty knowledge about course design is the most significant bottleneck to better teaching and learning in higher education” (p. 24). This focus on course design becomes even more critical when designing instruction for online and virtual environments.

So, how can we as instructional designers help empower faculty to make their course design planning more explicit so that we can help them design engaging instruction, and develop what Fink calls “significant learning” environments? Is there a way to develop a common language so faculty and instructional designers can communicate about course design and assessment of student learning? L. Dee Fink’s model of significant and integrated learning is one process for doing just that because it focuses on student learning and not just on the teaching. He has developed a systematic model grounded in the concept of “backwards design” for thinking differently about course design that is still grounded in traditional instructional design theory. This presentation will present Fink’s model for course design. The presentation will also demonstrate how instructional designers can implement this model in a consultation or an instructional setting. Most importantly, we will discuss how this process can also be adapted to designing and developing online courses.


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