Learning with Technology

for Teaching

May 31, 2018
by Rachael Inake
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Highlights from the “Course by Design” track at PRLS 2018

At this year’s annual Pacific Region Learning Summit (PRLS) at Leeward CC on May 14 to 18, Brent and I facilitated an updated version of our “Course by Design” workshop series from the one we offered last summer. Joining us this summer were:

  • Heather McCafferty – Math and Sciences, Leeward CC
  • Benjamin Zenk – Philosophy, Hawaii CC
  • Amy Shiroma – Hospitality & Tourism Education, Kapiolani CC
  • Don Maruyama – Culinary Arts, Leeward CC
  • Robert Oshita – Digital Media, Leeward CC
  • Sandro Jube – Human Anatomy & Physiology, Leeward CC

PRLS 2018 course by design track group

Using our updated four-step course design process for in-person classes, we guided instructors through systematically organizing and structuring their courses by aligning their course outcomes with appropriate learning activities. The four-step process consists of:

  1. Identifying student learning outcomes.
  2. Creating specific learning objectives.
  3. Creating activities to meet the learning objectives.
  4. Building your lessons on a website.

Participants used a planning worksheet (Google Doc) that guided them through each of the four steps. New to the process is mapping alignment of outcomes, objectives, and activities which greatly helped instructors to see all the pieces and how they relate to each other. Once they had everything mapped out, they started to build their lesson modules using our Google Sites template for a quick-start.

PRLS 2018 course by design mapping

The goal was to go through at least one cycle of the course design process to create one lesson module. Then you would repeat the process to create the rest of your lesson modules.

Participants who created at least one lesson module using the four-step course design process earned the “Course Designer Creator” badge of achievement that can be used as evidence in contract renewal/tenure/promotion dossiers.

At the end of the week, participants said the following:

Attending the “Course by Design” workshop was a great opportunity to reflect back at the course that I teach and implement new ideas and concepts to keep my students engaged and motivated. I will certainly implement if not all, at least some of the activities that I envisioned during the PRLS, and I am glad that we discussed about the development of rubrics to assist with the process of scoring the activities.

I’ve gotten a chance to look more closely at how my course activities align with my learning outcomes, and this has allowed me to cut a few unnecessary lessons and replace them with others that align.

Course by Design helped clarify the alignment of course level outcomes with modules and activities. It opened my mind to new connections, and I hope to take this knowledge and use it to re-work my class to improve the overall experience for the student.

We look forward to checking in with our participants and seeing what they create and how implementation goes!

August 1, 2017
by Rachael Inake
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Highlights from the “Course By Design” Workshop During PRLS 2017

course by design workshop group photo

Each summer, the Educational Media Center (EMC) hosts the Pacific Region Learning Summit (PRLS) at Leeward CC, a week-long professional development opportunity for instructors. During this past PRLS (May 15-19, 2017), we offered a new workshop track, Course By Design. We were fortunate to have eight dedicated instructors who registered for our track:

  • Christina Mende (Math & Sciences Division)
  • Faustino Dagdag (Business Division)
  • Darci Miyashiro (Math & Sciences Division)
  • Eric Matsuoka (Math & Sciences Division)
  • I-Chia Shih (Math & Sciences Division)
  • Nolan Miyahara (Professional Arts & Technology Division)
  • Reina Ojiri (Math & Sciences Division)
  • Ross Higa (Business Division)

In this track, we guided the instructors through using our four-step course design process for in-person classes. This process helped them to systematically organize and structure their courses to align their course outcomes with appropriate learning activities. And then put together their lesson modules on a website. Doing so helps students to navigate through the course, identify the expectations, and identify activities they need to complete to be successful in the course.

During the week we led participants through our four-step process using a mix of methods and activities to:

  1. Identify student learning outcomes.
  2. Create specific learning objectives.
  3. Create activities to meet the learning objectives.
  4. Build your lessons on a website.

Participants used a planning document (Google Doc) and learning modules website template (Google Sites) which we designed and developed for the four-step course design process. Some started creating lesson modules for their courses, while others chose to create supplemental lessons and activities for their courses. By the end of the week, participants were able to go through one cycle of the process to create at least one lesson module on their website. Now they have the knowledge, skills, and tools to continue creating the rest of their lesson modules.

All participants earned the “Course Designer Creator” badge of achievement for planning out their course and creating at least one lesson module during PRLS. These badges are helpful to use as evidence in tenure/promotion dossiers.

Participants Have Said

“I learned how to design a google site and how to create pages with activities that focus on helping students meet the learning outcomes. After taking this workshop, I have a starting template that is ready to be used for my future courses. And that is a wonderful feeling! I would recommend this program to other instructors who wants to develop their course sites for face-to-face or online courses.”

“I learned about best practices for my lesson and activity planning; how to clearly connect them with our SLOs and Learning Objectives; and how to present them in a professional looking page!”

“As for advice, I would say the best thing a participant to do is to keep an open mind.”
course by design 2017 group photo

Register for Course By Design (Fall 2017)

If you’re interested in re-designing your course, consider joining us in the six-week “Course By Design” workshop series which we adapted for the fall semester. It will be on six consecutive Tuesdays from Oct.10 to Nov.14. For more information and to register, visit: https://course-by-design-fall-2017.eventbrite.com

Rachael Inake and Brent Hirata
Educational Technologists
Educational Media Center

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