Starting with the Ends: Outcomes-Based Course Design and Development
09:00 - 15:30
November 30, 2019
Dusit Princess Hotel
Chiang Mai, Thailand
November 15, 2019
Baht 12,500 per participant
Group of 3 or more
Baht 10,500 per participant
Register for 2 one-day workshops
Baht 21,000 per participant
Register for 3 one-day workshops
Baht 29,500 per participant
Other one -day workshops by the same speaker during this period:
November 28, 2019
November 29, 2019
Teachers of all levels
Participants will gain knowledge about how to create and implement a well-aligned, coherent course--that is, one with specific, assessable outcomes, teaching methods that help students achieve those outcomes, and assessments that measure students’ progress in achieving those outcomes. Such a course enhances student performance on the assessments. In addition, participants will learn teaching techniques that cognitive psychology has found to be particularly effective.
1.Formulate assessable student learning outcomes (ends).
2.Distinguish among ultimate, mediating, and foundational outcomes.
3.Identify and address typical misconceptions students bring into class about the subject matter.
4.To organize your outcomes chronologically into foundational, mediating, and ultimate, thereby analyzing and identifying the learning process through which your students need to move to meet all your learning outcomes for them.
5. Select, adapt, and design teaching methods/learning experiences that, according to research, are among the most effective means to help students achieve your learning outcomes for them.
6. Assess your students’ progress in achieving your outcomes appropriately.
To start designing and developing a course around the outcomes (the ends) that you want your students to achieve. To do this, one begins the process with the ends--not with the textbook or a list of topics to cover.
What is an aligned course? How do you write specific, assessable outcomes? How do you sequence them into a learning process?
How do you assess your students? Assessment guidelines; different assessment instruments, the outcomes they assess, and guidelines for writing multiple choice and multiple true-false items and constructed response prompts
How do you choose teaching methods that are most effective for helping your students achieve the outcomes?
At least one course syllabus along with descriptions of assignments and tests in that course;
Linda B. Nilson, Ph.D., is director emerita of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors (Jossey-Bass, 2016), now in its fourth edition. She also wrote The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Anker/Jossey-Bass, 2007), Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills (Stylus, 2013), and Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015).
Her latest books are Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research with Ludwika A. Goodson (Wiley, 2018) and Creating Engaging Discussions: Strategies for "Avoiding Crickets" in Any Size Classroom and Online with Jennifer H. Herman (Stylus, 2018).
Dr. Nilson’s career as a full-time faculty development director spanned over 25 years. She has published many articles and book chapters and has given about 500 keynotes, webinars, and live workshops at conferences, colleges, and universities both nationally and internationally on dozens of topics related to college teaching and scholarly productivity. She has also taught graduate seminars on college teaching.