Fragmented Learning? Making the Most Out of Course Design with Instructional Alignment

Concurrent Session 5

Session Materials

Brief Abstract

Help faculty to maximize course design with an easy to use instrumental approach to instructional alignment.


I'm an instructional Designer for the College of Arts & Sciences at the University of Missouri in Columbia, MO. My focus is to help faculty create meaningful learning experience for students through effective teaching strategies and valid instructional design principles. I assist faculty with the design and development of online and blended courses. I'm a Certified Peer Reviewer for Quality Matters. My teaching experience includes courses taught in traditional face-to-face environments, as well as those offered asynchronously online.
I’m the Instructional Designer for the College of Human Environmental Sciences at the University of Missouri in Columbia, MO. In my current position, I provides support directly to over 200 faculty members. My focus is helping faculty to create student centered learning and integrate technology in the classroom. When working with faculty I focus on backward design and effective teaching strategies to assist in making changes to their current content, both in online and face-to-face classes. As a Certified Peer Reviewer for Quality Matters and I help faculty to pass course quality checks at the University of Missouri. My teaching experience focuses mainly on adult learners returning to the classroom. I’ve taught in a traditional face-to-face classroom and asynchronously online.

Extended Abstract

Presentation Description and Goals

This session will introduce the concept of instructional alignment - the alignment between learning objectives, teaching strategies, learning activities, and assessments. We will give real-life examples to demonstrate how an instrumental approach can be applied to measure the effectiveness of the instruction in online or hybrid classes. Participants are expected to come away from the session with strategies and tools that can immediately be applied to course design and teaching. Participants will also have the opportunity to dialogue about their own course design and teaching experiences during the session.

Upon successful completion of the session, participants will be able to

? Evaluate the alignment of course components and identify misaligned instructions that cause ineffectiveness for students learning
? Apply an instrumental approach to efficiently measure the effectiveness of instructions
? Adjust the alignment of course components to complement each other, which contribute to student success in achieving the course objectives