Learning Design

One of the key directions for the CCRP was to ask "How might asking questions about student learning help shape course and curriculum design?" In particular, we wanted to open connections between innovative course design and explorations of student learning. Many osf the faculty were most engaged in the project by these questions about learning: How do you better understand what deep learning might mean in a particular course? How do you better understand the obstacles to learning? How do you better understand what misunderstanding or partial understanding looks like?

These directions have two dimensions to them: alternative assessment practices and innovative course designs, involving combinations of in-class pedagogies and online learning materials and tools. The four cases below are only a beginning to unpacking these possibilities.

Tom Banchoff, Government

To explore 4th-credit options for his Globalization course, Tom wanted a current assessment of student learning in his 3-credit course so as to understand how a 4th-credit could deepen or further learning in his innovative student web projects.  More . . .

Jim Sandefur, Mathematics

Jim's focus is a gateway course to upper-level mathematics courses. He is using video think-alouds to capture students' cognitive processes while working through assignments.  More . . .

Heidi Elmendorf, Biology

Heidi is exploring ways to use technology to expand the boundaries of her microbiology classroom. Her course for non-majors will allow students to choose between lab explorations or a community-learning opportunity designing modules for middle school science classes.  More. . .