If you are considering redesigning your course over the summer (or working on the design of a new course), the following are a few evidence based frameworks for course design. Note: Many of these frameworks work in tandem with each other.

Backward Design / Understanding by Design

Backward design outlines a course planning approach that starts with identification of key learning goals. These goals then inform the identification of teaching/learning activities and student assessments, in order to create alignment between these components. Key principles in Wiggins and McTighe’s (2005, 2nd ed.) Understanding by design (IUCAT)are summarized at our CITL site . The backward design approach is driven by the idea that effective teaching and learning are purposeful and intentional. By starting with the end goals and working backward, educators ensure that instruction is focused, coherent, and aligned with the desired outcomes. This approach helps promote deeper understanding, critical thinking, and transfer of learning, as students are explicitly guided towards the desired knowledge and skills. Student learning and performance can be improved through the use of backward design for course planning.

Culturally responsive & sustaining pedagogies

These pedagogies center the cultural knowledge, prior experiences, and identities of students as assets for the learning of all. Key principles of culturally responsive and sustaining pedagogies include:

Cultural competence: Educators strive to understand and appreciate the cultural backgrounds, experiences, and perspectives of their students, as well as their own cultural biases and privileges.
Inclusive curriculum: Teachers develop and implement curricula that reflect and affirm the cultural diversity of their students. This includes using materials, examples, and perspectives from different cultures to make the content relevant and engaging for all learners.
Student-centered learning: Pedagogy is tailored to meet the needs and interests of individual students, allowing them to bring their cultural knowledge and experiences into the learning process. Students are actively engaged in constructing their own knowledge and meaning.
Critical consciousness: Students are encouraged to develop critical thinking skills and examine the social, cultural, and historical contexts that shape their experiences. They are supported in questioning and challenging inequities and biases they encounter, both in and outside the classroom.

Integrated Course Design (pdf)

Here, Fink, the author of Creating significant learning experiences (2013) IUCAT, offers an integrated approach to course design. This approach is based on the following steps:

identify situational factors (context), to inform
learning goals (categorized in a taxonomy of 6 types of learning) to identify
feedback and assessment approaches, with practice and preparation from
teaching and learning activities that focus on having students learn knowledge and ideas,
participate in experiences (e.g., case studies, literature, labs), and engage in reflection (e.g., journaling, discussion)

Transparency in Learning & Teaching (TILT)

TILT is an educational approach that emphasizes openness, clarity, and explicitness in the learning and teaching process. It aims to make the learning objectives, expectations, and assessment criteria transparent to both students and instructors, fostering a shared understanding and promoting student success. The TILT framework encourages instructors to clearly communicate the learning goals of a course or a specific assignment, explicitly stating what students are expected to know, understand, and be able to do. This helps students understand the purpose and relevance of their learning, which can increase their motivation and engagement. Instructors are also encouraged to communicate their teaching methods and strategies to students, explaining how they will support their learning and provide opportunities for feedback and improvement.

Universal Design for Learning ((UDL) Center for Applied Special Technology, CAST)

The UDL framework outlines how to develop flexible learning environments that accommodate individual learning differences. This site offers principles for UDL-oriented course design, such as placing information about accommodations and accessibility at the front of a syllabus, having a detailed course schedule, and being clear about the connection between course objectives and assignments. Applying UDL principles to your course helps all students learn and master course concepts, content, and skills.

Upcoming Conferences:

Difficult Dialogues in Higher Education

The Difficult Dialogues National Resource Center is hosting their 4th national conference on
June 12-14
San Jose State University.
https://sites.google.com/sjsu.edu/ddnrc2023/

Through the Lens of UDL

The 9th Annual CAST UDL Symposium: Through the Lens of UDL,

Will take place online and in-person in Denver, CO,

July 31 – August 1, 2023.

“Let’s co-create a vision for UDL as a lens for our collective work of designing learning without limits”.

https://www.cast.org/products-services/events/2023/07/9th-annual-cast-udl-symposium-through-lens-udl

Report

The U.S. Department of Education’s Office of Educational Technology has released a new report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations, summarizing the risks and opportunities related to AI in teaching, learning, research, and assessment. The report recognizes that AI can enable new forms of interaction between educators and students, help educators address variability in #learning, increase feedback loops, and support #educators. It also underscores the risks associated with #AI — including algorithmic bias—and the importance of trust, safety, and appropriate guardrails.

The report was released in conjunction with a National AI R&D Strategic Plan which focuses on federal investments in AI research and development (R&D) from the White House Office of Science and Technology Policy (OSTP). Included in the report is a roadmap that outlines key priorities and goals for federal investments in AI R&D. The OSTP also issued a Request for Information (RFI) to seek input on national priorities for mitigating AI risks, protecting individuals’ rights and safety, and harnessing AI to improve lives. This RFI will support the Administration’s ongoing effort to advance a cohesive and comprehensive strategy to manage AI risks and harness AI opportunities. It complements work happening across the federal government to engage the public on critical AI issues.

Evidence Based Frameworks for Course Design | Upcoming Conferences | Report