Instructional Redesign short course: Active learning in large lectures
A new asynchronous short course initiative from the Drake Institute will draw upon the expertise of local, national and international experts to share resources for implementing evidence-based teaching practices.
Starting on July 6, Dr. Benjamin Wiggins from the University of Washington will share insights about the use of active learning in large lecture settings. Dr. Wiggins has extensive experience in both practicing and researching active learning in large lectures. In this short course, he will provide guidance for planning and implementing multiple research-based active learning strategies.
Ohio State instructors can complete this short course asynchronously in Carmen at their own pace, with options for weekly online conversation and discussion. There is no set deadline for completion.
Participants should expect approximately 4 to 6 hours of work involved in each of the four steps of the course, for a total of approximately 16 to 24 hours of professional learning. More information about each step of the short course can be found below.
Following this course, participants will be fully prepared to implement and assess the impact and effectiveness of one or more evidence-based instructional strategies that actively engage students in the learning process. Participation in this short course can also be applied toward completion of an Instructional Redesign portfolio.
Registration will be capped at 50 participants. For more information and to register, visit: https://drakeinstitute.osu.edu/calendar/ir-demand-short-course-active-learning-large-lectures
- Describe multiple leading models of instructional design/redesign
- Apply an appropriate pedagogical framework in the identification or confirmation of an existing barrier to learning or instructional problem or challenge
- Explain the significance of outcomes, assessment and alignment in successful instructional design/redesign efforts
- Discuss SoTL/DBER literature in support of the adoption and implementation of one or more instructional strategies
- Justify the use of one or more evidence-based instructional strategies to address a stated barrier to learning or teaching/learning problem or challenge
- Define and generally describe the evidence-based strategy or set of strategies explored in this IR-On-Demand course
- Describe multiple examples of the implementation of evidence-based instructional strategies in various contexts/disciplines
- Address factors that literature suggests to be critical to effective implementation of the evidence-based instructional strategy or strategies explored in this course
- Create a detailed implementation plan for infusing one or more evidence-based instructional strategies into a course
- Discuss SoTL/DBER literature that describes approaches to assess the impact/effectiveness of instructional practices
- Identify and/or develop tools/instruments effective for the assessment of impact/effectiveness of instructional practices
- Create a detailed assessment plan for measuring the impact/effectiveness of one or more evidence-based instructional strategies to be implemented in a course