5A course design introduction

Module 1  |  Module 2  |  Module 3  |  Module 4  | Module 5  | Module 6

Module 5A: Introduction to Course Design  |  Module 5B: Designing a Learning Activity  |  Module 5C: Designing a Full Flipped Course

Module 5A Description
The purpose of this first part of Module 5 is to provide some models and tools to think about as you begin a flipped design. Backwards design and the work of L. Dee Fink may help you think differently about how you design and structure learning.

Module 5A Objectives:  At the end of this module, you will be able to:

• Describe the  concept of backwards design and the six elements of a quality course (based on the Quality Course Framework or QCF)
• Articulate which topic or concept from a course you teach you will work on for this Canvas.net course.

Expected Time (Module 5A): 2 Hours

Hopefully the previous modules on flipping practices, active learning, and innovative practices in your disciplines have given you some ideas for areas or concepts in your course that might be targets for flipping. In this basic introduction to the topic you will:

• Read about using integrative course design strategies Links to an external site.to rethink you approach to designing courses (Fink, 2003)
• Read an introduction about the Quality Course Framework (QCF) Links to an external site.a process developed by several support units here at the University of Utah, built on 6 elements of quality courses to guide you though a process of designing or improving a course.
• Then think about your own course, how would you DESIGN a flipped activity, BUILD it into your course, TEACH it through online and face-to-face strategies and activities, and then REVISE it based on an evaluation of how it went?

What to do? Align your objectives with assessments and teaching and learning activities.	How to do it? Use the 4-step Quality Course Framework Model (QCF) as a guide to move through the course design process.

 

More about the Fink Model and QCF process in the intermediate and advanced activities.

What content (and type of content) should be in the Video Lecture, Face-to-Face Classroom, and After-Class Homework Practice?

There are several different ways you could flip a class.  Here are different ways of thinking about what you want to include in the video lecture, and what in the F2F classroom:

• Think about Bloom's Taxonomy and how you want to map your content (Bloom Handout)
  
  Click on the image above to download more information about this revised Bloom's Taxonomy Diagram
  
  
• Use Fink's Learning Taxonomy to think beyond the foundation knowledge ( see a more  detailed handout and the FInk Taxonomy
  to think about how this taxonomy might align to your course and approach to teaching).  
  

Review the associated power point: flipping your classroom -- deciding what to flip.ppt

What is the MOST IMPORTANT thing you want to teach in your Flipped Activity? Imagine what it would look like to teach that MOST IMPORTANT thing in your course using flipped strategies. Post your ideas for flipping in your particular course to share and get feedback from peers: Module 5A  Basic Discussion: Reflect on the concept of a flipped course design

into Module 5 or move forward to complete Module 6

• Module 5B: Designing a Learning Activity
• Module 5C: Designing a Full Flipped Course

 Module 1  |  Module 2  |  Module 3  |  Module 4  | Module 5  | Module 6

 Module 5A: Introduction to Course Design  |  Module 5B: Designing a Learning Activity  |  Module 5C: Designing a Full Flipped Course

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