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UTokyo Online Education:
UTokyo Global FFDP 2022 Gabriel HervasVideo for DAY 4Course & syllabus design

Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of TokyoCOURSE FORMATS/MODALITIES
3

Two variables to consider for every moment of the course
Face-to-face/In-person

Synchronous

Asynchronous

On-line4

Course formats/modalities
Hybrid/ blended

Face-to-face“Conventional” classes
Synchronous (although we also ask for asynchronous work)

Face-to-face + on-line (at different times)
Synchronous and tends to involve asynchronous (LMS)

In person

On-lineOn-lineIn-person

On-lineIn-person

On-lineHy-flex

E-learning (formal) non-formal (MOOCs, etc.)

Face-to-face + on-line at the same time (option)

Synchronous and tends to involve asynchronous (LMS)

Synchronous (although we also ask for asynchronous work)

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COURSE DESIGN
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Aspects to consider
Practical ideas from the science of learning (Day 1), teaching-learning
methods, strategies & techniques (Day 2), assessment & feedback (Day 3)

Create a safe learning & inclusive environment, build on previous knowledge &expectations, evince relevancy, support self-regulation, co-create, cooperative
learning opportunities, peer-assessment, interleave knowledge, dual coding, use ofbreaks, scaffold, desirable sense of difficulty, meaningful and diverse tasks, retrieve& use, active learning techniques, course formats, continuous assessment,
formative & diagnostic assessment, formative feedback, value process & effort,clear criteria, anticipate issues with assessment/grading, etc.

7

How to: Backward design (Adapted from Wiggins & McTighe, 2005; 2011)
What will students be able to do? -> How will we check if they are able to do it? -> How should be the process for being able to do it?

Determine learning outcomes

Determine assessment

Determine T-L process, resources, etc.

In a less linear approach:

Determine learning outcomes

Determine T-L process, resources, etc.
Determine assessment

8

Rationale: Constructive alignment (Biggs 1999; Biggs & Tang, 2011)/ Integrated course design (Fink, 2003)
Learning environment that supports aligning: (1) learning outcomes, (2) T-L methods/strategies/techniques/activities, (3) assessment

Consider situational factors (Fink step 1)

Intended learning outcomes

Assessment (& grading)T-L methods, strategies,techniques, activities

9How to: Universal design for learning / Inclusive mindset
Framework for inclusive course design (using many ideas from the science of learning-> DAY 1).
•

Build on expectations and beliefs: choices, autonomy/ relevance, value, authenticity/ threats & distractions.

•Sustained effort: clear outcomes, diverse tasks, cooperation, value of process.

•Self regulation: expectations, beliefs, motivation, self-assessment, reflection.

•Perception: customized displays, auditory alternatives, non-visual alternatives.

•Language & symbols: clear meaning, notations, language/cultural diversity, multiple media.

•Comprehension: connect knowledge, scaffold, feedback, practice & transference.

•Physical: accessible tools and environments.

•Expression & communication: multiple media, fading of scaffold.

•Executive options: goal-setting, strategic planning, monitoring progress.

For more on this, see web-references

Engagement(WHY)
Representation(WHAT)

Action &expression
(How)
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How to: Universal design for learning / Inclusive mindset
More ideas:

For more on this, see web-references•Inclusivity & accessibility statement (see later). Invite your students you share their ideas, suggestions, needs, etc.

•Share the relevant information of the course clearly (self-regulation).

•

Know your students and their needs, interests, knowledge/abilities/skills (remember, diagnostic assessment).

•

Consider and “use” (when available and ethically) your students’ previous background: educational, cultural, etc. (remember, learning analytics).

•

Choose/create content, resources and materials that are diverse, inclusive, and accessible (fonts, size, backgrounds, subtitles, etc.)•

Invite your students to co-create and offer alternatives to choose (remember when we talked about “based-strategies).

…

11

Other less visible aspects•

The whole curriculum of the program.

•TA’s contribution.

•

Use/creation of Learning Management System.

•

Explore the learning environment (classroom & resources available).

•

Copyright issues, students’ privacy, etc.

•

Anticipating difficulties and adjustments.

•

The actual students (know them).

•Self-assess the course to improve.

12Educational resources/technology/tools•

Other than the resources already mentioned,for course design, you can explore the useof Articulate360 (Storyline 360), AdobeCaptivate

13

Course design

Comments, ideas, & doubts so far…

Take note of them, stop the video when needed.

14

SYLLABUS DESIGN
15

Definition•

Greek – Latin – Modern Latin….

•v•

Summary/outline of the main aspects that are involved in anacademic course.

Which aspects?
A contract, a promise, an invitation, a path…

Attention. Syllabus is not the word used everywhere. You might find alternatives such as “program”,“teaching-learning plan”, “study plan”, “course plan”, etc.
16Usefulness
For teachers

For students- Reference when selecting a course- Might enhance motivation & self-regulation- Contributes to organizing the course- Ensures curricular consistency- Useful for professional situations

Common ground to begin the course (about contents,learning process, policies, atmosphere, etc.)
Meeting point of expectations over the course
17(One) potential structure• “Administrative” details• Pre-requisites for taking the course• Course description:•••••

Brief course summary
Course goals/objectives
Learning objectives/outcomesContents, competences, etc.
Course schedule (calendar & topics, key dates, deadlines)• T-L methods & format• Assessment & grading• Learning resources• Course policies and protocols• Accessibility & inclusion statement• Others18

(One) potential structure• “Administrative” details
Course name, semester/period, credits, classroom/environment, teaching staff info. (and TA’s), contact
info, office hours, tutorship options…

• Evince to your students that T-L is a process that occurs also
out of class by showing your disposition and availability
through different channels and at different times.
• Be consistent with office hours/availability across the course.

• Wellbeing: take care of yourself and your personal time.
Weekends?

19

(One) potential structure• Pre-requisites for taking the course
E.g., previous courses.

• Also, are there any desirable/very recommendableknowledge/skills/attitudes that the students should “bringfrom home” to begin the course?

20

(One) potential structure• Course description:• Brief course summary• Course goals/objectives• Learning objectives/outcomes• Contents, competences, etc.
• Course schedule (calendar, topics, key dates)• It can be a brief outline of the course (hence, of themain sections of the syllabus).
• In a glimpse, we can get an idea of the most relevant
aspects and WHY the course is important/relevant.

21

(One) potential structure• Course description:• Brief course summary• Course goals/objectives• Learning objectives/outcomes• Contents, competences, etc.
• Course schedule (calendar, topics, key dates)• In class.

22

Syllabus design

Comments, ideas, & doubts so far…

Take note of them, stop the video when needed.

23

(One) potential structure• Course description:• Brief course summary• Course goals/objectives• Learning objectives/outcomes• Contents, competences, etc.
• Course schedule (calendar, topics, key dates)• You can (might be asked to) specify the contents in detail
and, also, skills, competences, etc. that will beworked/developed.
*Competence: capability to apply combination of knowledge, skills, attitudes to perform successfully: discipline specific or key/soft/core/transversal(critical thinking, communication, collaboration, global citizenship, ,…).
24

(One) potential structure• Course description:• Brief course summary• Course goals/objectives• Learning objectives/outcomes• Contents, competences, etc.
• Course schedule (calendar, topics, key dates)• Sequence synthesizing the classes, their contents (or otheraspects such as major assignments, exams, etc.), etc. In
many cases, it involves a brief class-by-class outline:“Session 1: In this session…”

25

(One) potential structure• T-L methods & format
It refers to the teaching and learning process that you design.

• What learning experience(s) will your students go through?
• Which methods, strategies or techniques will be used?
• Which is the format of the course (hybrid, hy-flex, etc.) and how you
will put into practice? How will the LMS will be used?
• Relevance/options of tutorship.

26

(One) potential structure• Assessment & grading
It refers to how assessment will take place and what and how(standards, criteria, tasks) we will grade the students’ learning.
• When (deadlines), who (e.g., peer-review?),
procedures, major assignments, etc.

feedback• Grading: points, %, relevant dates (e.g., exams), grading
policies (e.g., a minimum grade in particular task), etc.
• You can also refer to what “assessment” means in this course if
you do not address this later.
• Keep in mind the LOs.

27

(One) potential structure• Learning resources
What your students and you are going to use for learning
during the course. We can make the difference between“mandatory” and “optional” or for further learning.
E.g.:❖ references;❖ other documents and relevant materials;❖ further learning references/materials, etc.

28

(One) potential structure• Course policies and protocols
E.g., about:❖ academic integrity;❖ attendance;❖ class behavior;❖ retaking policies;❖ use of cameras when online;❖ COVID-19 safety protocols COVID-19;❖ University, School policies & protocols that affect the course, etc.

29

(One) potential structure• Accessibility & inclusion statement• State your commitment towards making yourcourse accessible and inclusive, and your openness
to ideas to enhance accessibility and inclusion.
• You can also include institutional links regardingthese aspects.

(Web-references for more examples)30

(One) potential structure• OthersE.g.:❖ “personal” message to the students;❖ suggestions for taking the course;❖ FAQ;❖ graphic syllabus & outcomes map;
❖ other institutional links (students’ support);❖ copyright statements;❖ teaching philosophy;❖ technical requirements;❖ connection with future courses and within the curriculum;❖ keywords, etc.

31

Overall ideas•Academic, but close to our students (lexicon, etc.).

•Positive and engaging. States its value.

•Consistent and with elements aligned.

•Viable.

•Open to adjustments: balances course goals(discipline-based), curriculum goals, and ACTUAL
students’ (knowledge/interests).

•Considers universal design ideas (inclusive).

•

Detailed, but readable & well-organized.
Rubrics to assess syllabi in the references. Also, take a look to the table with the criteriathat we will use to assess our syllabi
32

Examplehttps://drive.google.com/file/d/1XIkJgso0Bh7wfp6i-uU7ZDOHcJsLh6hK/view?usp=sharingReferences• Adelman, C. (2015). To imagine a verb: The language and syntax of learning outcomes statements. National Institute of Learning Outcomes.
Available at: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Adelman_excerpt.pdf•

Amado-Salvatierra, H. R., Hernández, R., & Hilera, J. R. (2012). Implementation of accessibility standards in the process of course design in virtual learning
environments. Procedia Computer Science, 14, 363-370.

• Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy ofeducational objectives. Longman.
• Anderson, L. W., & Sosniak, L. A. (Eds.) (1994). Bloom’s taxonomy. A forty-year retrospective. University of Chicago Press.
• Beatty, B. J. (2019). Hybrid-Flexible Course Design. EdTech Books. Available at https://edtechbooks.org/hyflex• Biggs, J. B., & Collins, K. F. (1982). Evaluating the quality of learning. The SOLO Taxonomy. Academic Press.
• Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th Ed.). Society for Research into Higher Education & OpenUniversity Press.
• Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook I: Cognitive domain.
Longman.
• Briggs, D. C., & Peck, F. A. (2015) Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about StudentGrowth,.Measurement. Interdisciplinary Research and Perspectives, 13(2), 75-99.
• Díaz-Posada, L. E., Varela-Londoño, S. P., & Rodríguez-Burgos, L. P. (2017). Multiple intelligences and curriculum implementation: Progress,trends and opportunities. Revista de Psicodidáctica (English ed.), 22(1), 69-83.
• Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.

References• Fink, L. D. (n.a.). A self-directed guide to designing courses for significant learning. Available at:https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf• Gallacher, T., & Johnson, M. (2019). “Learning progressions”: A historical and theoretical discussion. Research matters, 28, 10-16. Available athttps://www.cambridgeassessment.org.uk/Images/561967--learning-progressions-a-historical-and-theoretical-discussion.pdf• Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1), 70-85.
• Goff, L., et al. (2015). Learning outcomes assessment: A practitioner’s handbook. Higher Educational Quality Council of Ontario.
• Ngugi, J., & Goosen, L. (2018). Modelling course-design characteristics, self-regulated learning and the mediating effect of knowledge-sharing behavior asdrivers of individual innovative behavior. EURASIA Journal of Mathematics, Science and Technology Education, 14(8), em1575.
https://doi.org/10.29333/ejmste/92087• Nihuka, K. A., & Voogt, J. (2012). Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania. Australasian Journalof Educational Technology, 28(2). https://doi.org/10.14742/ajet.871• Nilson, L. B. (2007). The Graphic Syllabus and the Outcomes Map: Communicating your course, Jossey-Bass.
• Nilson, L. B., & Goodson, L. A. (2021). Online teaching at its best (2nd Ed.). Jossey-Bass.
• Oakley, B., Rogowsky, B., & Sejnowski, T. J. (2021). Uncommon sense teaching. TarcherPerigee.
• Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S.,& Brown, A. H. (2010). Teaching strategies: A guide to effective instruction (9th Ed.).
Wadsworth.
• Sorcinelli, M.D. (2007). Faculty Development: The Challenge Going Forward. Peer Review, 9(4), 4-9.
• Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high quality units. Association for Supervision and CurriculumDevelopment.
Although not included here, the references for days 1, 2, 3 are also of use when thinking about the design of a course.

References
Relevant references and web-references for syllabus analysis.
•Center for Urban Education. (2020). Equity-minded inquiry series: Syllabus Review. Rossier School of Education, University of Southern California.

•Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the Promise: A Learning-Focused Syllabus Rubric. To improve the academy, 33(1), 14-36.
https://doi.org/10.1002/tia2.20004•Quality matters (2020). Specific Review Standards from the Quality Matters Higher Education Rubric (6th Ed.).
https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf•

Example of syllabus rubrics at different institutions:•Cornell University. https://ceils.ucla.edu/wp-content/uploads/sites/2/2017/12/Syllabus-Evaluation-Rubric-Cornell-University-1.pdf•

Iowa State University: https://www.celt.iastate.edu/wp-content/uploads/2019/05/Seven-Steps-to-a-Learner-Centered-Syllabus.pdf•

The University of Minnesota. https://faculty.umn.edu/resources-communications/peer-review-teaching•

University at Buffalo. https://www.buffalo.edu/content/dam/www/ubcei/syllabus-toolbox/Syllabus-Rubric-2015.pdf•

University of Cincinnati. https://www.uc.edu/content/dam/uc/cetl/docs/Rubric%20for%20Assessing%20Your%20Teaching%20Syllabus.pdf•

University of Texas Rio Grande Valley. https://www.utrgv.edu/cte/_files/documents/resources/utrgv%20syllabus%20evaluation%20rubric.pdf•

University of Virginia (Palmer, Bach, & Streifer). https://cte.virginia.edu/sites/cte.virginia.edu/files/Syllabus-Rubric-Guide-2-13-17.pdf•

University of Wyoming (Watson & Nuhfer). https://www.uwyo.edu/science-initiative/lamp/_files/syllabus-rubric.pdf

Useful web-references•

Accessibility statements; https://www.bates.edu/accessible-education/faculty/sample-syllabus-statement/ ; https://poorvucenter.yale.edu/AccessibilityStatements•

Accessible syllabus ideas: https://sites.duke.edu/dukeaccessiblesyllabus/designing-the-document/ ; https://www.accessiblesyllabus.com•

Backward design: https://www.rochester.edu/college/cetl/faculty/online/backward.html ; https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/•

Backward design and understanding by design resources: https://jaymctighe.com/resources/#1521225059546-51d65de1-41c2•

Course mapping: https://www.coursemapguide.com/•

DEI: https://diversity.uiowa.edu/resources/dei-style-guide ; https://www.cmu.edu/teaching/designteach/diversityequityinclusion/index.html•

Graphic syllabus: https://www.slu.edu/cttl/resources/resource-guides/graphic-syllabus.pdf•

Creating learning outcomes: https://www.bu.edu/provost/files/2017/06/Creating-Learning-Outcomes-Stanford.pdf•

Learning progressions: https://www.acer.org/au/gem/learning-progression-explorer ; https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/resourcesfor-schools/learning-progressions•Liquid syllabus: https://scalar.usc.edu/works/c2c-digital-magazine-spring--summer-2021/the-liquid-syllabus-anti-racist•

Taxonomies: Microsoft Word - UCDTLA0034.doc•

Universal design for learning / Inclusive mindset: https://teaching.utoronto.ca/teaching-support/udl/ ; UDL: Executive Functions (cast.org) ; https://www.csun.edu/universaldesign-center ; https://www.universaldesign.ie ; https://facultyinnovate.utexas.edu/instructional-strategies/inclusive-teaching-and-learning37

Thank you
Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo