Activity Design Institute

    

December 5-7

Institute Objectives

By participating in this event you will:

  • Learn to structure and write quality process-oriented guided-inquiry materials for use in courses.

  • Practice integrating a learning methodology and learning theory (cognitive models) into the design of curricula.

  • Define appropriate learning objectives, learning outcomes, and performance criteria for activities within a course.

  • Link assessment strategies to specific activity types.

  • Write critical thinking questions that support different levels of cognitive development.

  • Create skill exercises and problems that are meaningful, challenging, and effective in raising the level of student learning.

  • Receive real-time feedback from peers and consultants that enhances curriculum products and tools created during the institute.

Purpose

Curriculum design is an extremely important process because the type of curriculum used, along with its quality, significantly influences the manner in which students learn and the way faculty teach. Traditional curricula are written to support traditional methods of instruction. Using such traditional material makes it more difficult for faculty who utilize student-centered, active learning approaches to achieve the process outcomes they desire. By integrating learning theory into the design process, curricula can be created that support Process Education approaches, thereby creating learning environments which challenge students to develop essential learning skills while mastering content. This Institute offers practical strategies, techniques, and tips for creating activities and materials in addition to designing courses and programs to support process-oriented guided-inquiry approaches to teaching and learning.
 

Agenda and Key Institute Activities

Day 1

Overview of the course design process

Establishing outcomes for the institute

Designing an activity–walk through the process

Writing session–Activity 1

Writing effective learning outcomes

Elements of a “knowledge table”

Creating methodologies/performance Criteria

Writing session–Activity 1 revisited

Exploring the peer assessment process

Day 2

Sharing learning from the first day

Types of activities

Identification of learning skills

Writing Session–Activity 2

Writing effective critical thinking questions

Writing session–Activity 2 revisited

Peer assessment

Day 3

Sharing learning from the second day

Constructing engaging interactive models

Creating effective skill exercises and problems

Writing session – Activity 3

Setting the stage for an activity

Writing session – Activity 3 revisited

Peer assessment