There are many factors to consider when shaping significant learning environments that use current technologies in addition to motivating and engaging the learner. One step in the process is thoughtful consideration of course design for significant learning. Using Fink’s “A Self-Directed Guide to Designing Courses for Significant Learning”, I was able to develop outlines that identify the learning environment, situational factors and learning goals for my course. My learning goals outline reflects the six major types of significant learning that Fink proposed: foundational knowledge, application, integration, human dimension, caring and learning how to learn. My outlines represent the first 2 steps of the Initial Design Phase, the first major phase of Integrated Course Design. The goals, assessments and learning activities must align in order to have a fully integrated course. Fink’s guide is a valuable resource for developing a fully integrated course that allows for significant learning.
My 5-week online course, Mobile Learning in Higher Ed, is an introduction of mobile learning and is designed as professional development for faculty at Lamar University. My Big Harry Audacious Goal (BHAG) for this course is: Faculty will design and implement learning and assessment activities using mobile learning technology in one of their courses. The BHAG, represented in the learning goals outline, along with the outline itself help guide the design process.
Learning Goals Outline
Fink, L.D. (2003) A Self-Directed Guide to Designing Courses for Significant Learning. San Francisco: Jossey-Bass.