Carol Koo Design Plans 1

Design Plans
by Carol Koo

A brief background on the project (requester, purpose, intended learners, business

benefit), based on material included in the Report of the Needs Assessment (Limit to 100
words)

This is a project to develop a 30-minute online lesson that provides tips for interacting with
students in university courses as part of a series of online lessons within a year-long orientation
program for new non-tenured faculty. This project was requested by the Director of the Centre
for Faculty Development. The purpose of this program is to help new non-tenured faculty
transition into university teaching in order to reduce the high-turnover rates in these positions
due to not feeling prepared.

Format chosen (when explaining the choice of format, also identify the expectations that
learners bring to that choice, including (a) type of material expected by learners; (b)
structure expected by learners; (c) the writing or communication style expected by
learners; and (d) other expectations.
This lesson will be delivered as a live training program, as it will provide new non-tenured
faculty with the opportunity to share their teaching experiences with one another in person since
most of them have experience with teaching in continuing education and corporate training. This
would also allow the instructor to get a sense of their prior knowledge and experiences with
interacting with learners.
Expectations
a) Type of material: The type of material provided include a PowerPoint Presentation and a
job aid with a summary of tips for interacting with learners.
b) Structure of the material: The material will begin with an introduction of the lesson by
outlining the learning objectives, followed by a presentation of the course content and
brief assessment at the end of each unit. The material will then conclude with a summary
of the lesson as well as a course assessment.
c) Writing or communication style: The writing will be written in a clear and direct
language.
d) Other expectations: Learners may expect opportunities to actually interact with one
another so that they can practice what they learned and share their experiences of
teaching with one another.
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Medium chosen (when explaining the choice of a communication medium, also identify the
affordances of the medium, including its advantages and disadvantages).

While the Director of the Centre for Faculty Development requested this lesson as part of series
of online lesson, I would recommend using a face-to-face medium to deliver this lesson as it
would provide learners with an opportunity to interact with one another in more natural
environment. In contrast, if this lesson were to be delivered as a live synchronous course,
interactions between the learners and the instructor may feel a bit awkward and less spontaneous
as the communication is mediated (Carliner, 2015, p. 91). Also, assuming that new faculty will
be teaching traditional, face-to-face classes as opposed to online lessons since they are new to
university teaching, turning this lesson into a face-to-face one would “mimic” the physical
conditions/ environment in which they will be teaching.
Advantages:
+ Face-to face courses are less costly and time-consuming to develop (Carliner, 2015, p.
87).
+ Learners will have the opportunity to meet and interact with each other in person.
+ Learners will have the opportunity to share their teaching experiences
+ Interactions between learners and the instructor may occur more naturally and
spontaneously than in an online synchronous course (Carliner, 2015, p. 91).
+ Teaching this lesson using this medium will mimic the physical environment in which
they will be teaching, which may help with knowledge transfer.
Disavantages:
- Learners must physically attend the lesson at the same time and location as when the
instructor offers it (Carliner, 2015, p. 87).
- It may be inconvenient for the learners to travel all the way to the university to receive
the training, especially when the lesson is only 30 minutes long.
- As such, it can be expensive for learners to travel to the location that offers the training as
they may have to pay for lodging, airfare, meals, and other related costs (Carliner, 2015,
p. 87).

Present the structure of the course—and each unit of the course. May use an outline or a
visual representation like an information map. Make sure to include front and back matter
for the course and for the units in the map.

* Note: Adapted from Carliner (2015), Training Design Basics, p. 100 – Figure 5-1.
Carol Koo Design Plans 3
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Brief (1-paragraph) description of the overall instructional strategy

The overall instructional strategy will consist of a classical learning approach to teach learners
basic definitional concepts. However, the classical learning approach will also include class
discussions and group activities in order to provide learners with the opportunity to share their
experiences with one another.

Brief descriptions of Unit 1: Describe the importance of developing positive interactions

with your students
i) 1-sentence description of the purpose of the unit
The purpose of this unit is to introduce learners to the importance of developing positive
interactions with students in university courses.
ii) List the main and supporting objectives covered
* Note: The main objective and supporting objectives in Unit 1 have been modified
from the needs assessment.
Main Objective 1: Describe the importance of developing positive interactions with
your students.
▪ Define interaction.
▪ Distinguish between positive and negative interactions
• Describe the characteristics of positive interactions
• Describe the characteristics of negative interactions
▪ Determine the factors that influence interactions
▪ Describe the impacts of interacting with students

iii) 1-to 2-sentence description of the instructional strategy

The primary instructional strategy that will be used in this unit is classical learning as it will
consist mostly of a lecture along with a group discussion.
iv) Outline for the unit that indicates the sequence of major events in the unit and a general
description of the nature of activities (do not provide in-depth details)
Unit 1: Describe the importance of developing positive interactions with your students
• Group discussion: Before beginning the unit, the learners will be asked to discuss the
following questions with the members seated at their table: “How would describe your
interactions with your students based on your teaching experiences? What aspects of your
interactions with your students worked? What did not work?”
• Define interaction: This part of unit will be presented in a PowerPoint Slide as it will
provide a brief definition of the term “interaction”.
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• Distinguish between positive and negative interactions: This part of the unit will be
presented in a PowerPoint slide as it will discuss the characteristics of positive and
negative interactions.
• Determine the factors that influence interactions: This part of the unit will be
presented in a PowerPoint slide as it will discuss the factors that influence interactions.
• Describe the impacts of interacting with students: This part of the unit will be
presented in a PowerPoint slide as it will describe the impacts of interacting with
students.
• Summary: This part of the unit will be presented as a PowerPoint slide as it will provide
a summary of the main learning points in Unit 1.
• Assessment: The unit will conclude with an assessment of Unit 1 based on the questions
written in the Level 2 Evaluation of the needs assessment. Specifically, Unit 1 will be
tested using the question that was written for Main Objective 1.
General description of the nature of activities in this unit: Unit 1 will begin with a brief
group discussion in which the learners will discuss the questions with members seated at the
same table. The rest of Unit 1 will then be presented as a PowerPoint slide presentation as it
will introduce the concept of interaction, describe the differences between positive and
negative interactions, and describe the impacts of interacting with students. The unit will then
conclude with a summary of the main learning points and an assessment of the unit.

Brief descriptions of Unit 2: List strategies for identifying your students

i) 1-sentence description of the purpose of the unit
The purpose of this unit is to provide learners with some suggested strategies for identifying
their students in university courses.
ii) List the main and supporting objectives covered
* Note: The main objective and supporting objectives in Unit 2 have been modified
from the needs assessment.
Main Objective 2: Identify your students
▪ Explain the importance of identifying your students
▪ Describe strategies for identifying your students.
• If possible, before the first class, examine the list of students in your class in your
class roster (“Interacting with Students”, n.d.)
• Begin with an ice-breaker activity to ease the awkwardness of the first class
(“Interacting with Students”, n.d.)
• Have students fill out an information sheet to get an idea of their background
(major and year of study), previous knowledge, and skills.
Carol Koo Design Plans 6

iii) 1-to 2-sentence description of the instructional strategy

The primary instructional strategy that will be used in this unit is classical learning as it will
consist of mostly of a lecture. As with Unit 1, this unit will also include a group discussion
so that learners may share their own suggestions for identifying their students based on their
teaching experiences.
iv) Outline for the unit that indicates the sequence of major events in the unit and a general
description of the nature of activities (do not provide in-depth details)
Unit 2: Identify your students
• Group discussion – Part 1: Learners will be asked to discuss the following questions
with the members seated at their table: “What are some strategies you can use to learn
more about your students? Based on your teaching experiences, what strategies have you
used for doing so?”
• Group discussion – Part 2: Reconvening as a larger group, learners will be asked to
share the responses discussed within the smaller groups on a voluntary basis. The
instructor will then write down the responses on a board, or on a word document that can
then be shared with the learners.
• Explain the importance of identifying your students: This part of the unit will be
presented as a PowerPoint slide as it will explain the importance of identifying your
students.
• Describe strategies for identifying your students: This part of the unit will be
presented as a PowerPoint Slide as it will provide a list of suggested strategies for
identifying students.
• Summary: This part of the unit will be presented as a PowerPoint slide as it will provide
a summary of the main learning points in Unit 2.
• Assessment: The unit will conclude with an assessment of Unit 2 based on the questions
written in the Level 2 Evaluation of the needs assessment. Specifically, Unit 2 will be
tested using the question that was written for Main Objective 2.
General description of the nature of activities in this unit: The first two parts of this unit
begin with group activities where the learners will be discussing the questions with the
members seated at their table, after which they will be reconvened as a larger group to share
the responses that were discussed. The rest of the unit will consist of a PowerPoint slide
presentation that explains the importance of identifying students and provides a list of
suggested strategies for doing so. The unit will then conclude with a summary of the main
learning points and an assessment of the unit.
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Brief descriptions of Unit 3: Determine the expectations for your course

i) 1-sentence description of the purpose of the unit

The purpose of this unit is to teach learners how to set expectations for their courses, as well
as set clear guidelines for communication so as to manage students’ expectations.
ii) List the main and supporting objectives covered
*Note: This unit merges two main objectives from the needs assessment, specifically
Main Objective 3 (Determine the expectations for the course) and Main Objective 4
(Set clear guidelines for communication). As such, both objectives will now be
categorized as Main Objective 3-A and Main Objective 3-B respectively. The Main
Objective 3-A (Determine the expectations for the course) has been modified slightly
from the needs assessment.
Main Objective 3-A: Determine the expectations for the course
▪ Define expectations.
▪ Distinguish between high and low expectations.
• Define low expectations.
• Describe the effects of setting low expectations.
• Define high expectations.
• Describe the effects of setting high expectations.
▪ Define realistic expectations
• Define realistic expectations.
• Explain the importance of setting realistic expectations.
• Describe the advantages of setting realistic expectations.
▪ Set clear ground rules as to what is acceptable and what is not acceptable.

Main Objective 3-B (originally known as Main Objective 4 in the needs assessment):
Set clear guidelines for communication
▪ Provide as much contact information as possible
• Provide your email address, and/or your office phone number (depending on your
preference).
• If possible, provide your TA’s contact information as well.
• Provide office hours, including office location and hours of availability.
▪ State availabilities.
▪ State preferred medium of communication (e.g. via email, phone call, or office hours).
▪ State how long students should expect a reply from you (e.g. within two business days).
▪ Provide timely response to students’ questions.
▪ Set boundaries in order to maintain professional relationship with your students
• Define boundaries.
• Describe the characteristics of a professional teacher-student relationship
Carol Koo Design Plans 8

• Explain the importance of setting these professional boundaries.

iii) 1-to 2-sentence description of the instructional strategy

The primary instructional strategy that will be used in this unit is classical learning as it will
consist mostly of a lecture.
iv) Outline for the unit that indicates the sequence of major events in the unit and a general
description of the nature of activities (do not provide in-depth details)
Unit 3: Determine the expectations for the course
• Define expectations: This part of the unit will be presented as a series of PowerPoint
slides as it will provide a brief definition of the term “expectation”, distinguish between
high and low expectations, define realistic expectation, and help learners set clear ground
rules for what is acceptable and what is not acceptable.
• Set clear guidelines for communication: This part of the unit will be presented as a
series of PowerPoint slides as it will teach learners how to set clear guidelines for
communication.
• Summary: This part of the unit will be presented as a PowerPoint slide as it will provide
a summary of the main learning points in Unit 3.
• Assessment: The unit will conclude with an assessment of Unit 3 based on the questions
written in the Level 2 Evaluation of the needs assessment. Since this unit merges two
main objectives from the needs assessment, there will be two assessment questions.
Specifically, Unit 3 will be tested using the questions that were written for Main
Objective 3-A (Determine the expectations for the course) and Main Objective 3-B
(formerly Main Objective 4: Set clear guidelines for communication).
General description of the nature of activities in this unit: This unit will consist mostly of
a PowerPoint slide lecture, followed by a summary of the main learning point in Unit 3 as
well as an assessment of the unit.

Brief descriptions of Unit 4: Introduce interactive lecturing in the course

i) 1-sentence description of the purpose of the unit
The purpose of this unit is to introduce learners to the concept of interactive lecturing and
how they can use interactive lecturing in their courses.
ii) List the main and supporting objectives covered
* Note: The main objective and supporting objectives in Unit 4 have been modified
slightly from the needs assessment. Since the previous unit combines Main Objectives 3
Carol Koo Design Plans 9

and 4, Main Objective 5 (Introduce interactive lecturing in the course) will now be
known as Main Objective 4.
Main Objective 4 (originally known as Main Objective 5 in the needs assessment):
Introduce interactive lecturing in the course
▪ Define the term “interactive lecturing” as a balance between lecturing and active learning
• Define interactive lecturing
• Define active learning.
• Identify active learning strategies.
• Describe the relationship between active learning and interactive lecturing.
▪ Describe ways of integrating active learning into interactive lecturing.

iii) 1-to 2-sentence description of the instructional strategy

The primary instructional strategy that will be used in this unit is classical learning as it will
consist mostly of a lecture.
iv) Outline for the unit that indicates the sequence of major events in the unit and a general
description of the nature of activities (do not provide in-depth details)
Unit 4: Introduce interactive lecturing in the course
• Define interactive lecturing: This part of the unit will be presented as a PowerPoint
slide as it will introduce the concept of interactive lecturing.
• Define active learning: This part of the unit will be presented as a PowerPoint slide as it
will introduce the concept of active learning and how it relates to interactive lecturing.
• Describe ways of integrating active learning into interactive lecturing: This part of
the unit will be presented as a PowerPoint slide as it will teach learners how to integrate
active learning strategies into interactive lecturing.
• Summary: This part of the unit will be presented as a PowerPoint slide as it will provide
a summary of the main learning points in Unit 4.
• Assessment: The unit will conclude with an assessment of Unit 4 based on the questions
written in the Level 2 Evaluation of the needs assessment. Since the questions for Main
Objectives 3 and 4 were used for Unit 3, Unit 4 will be tested using the question that was
written for Main Objective 5.
General description of the nature of activities in this unit: This unit will consist mostly of
a PowerPoint slide lecture, followed by a summary of the main learning points in Unit 4 as
well as an assessment of the unit.
Carol Koo Design Plans 10

Brief descriptions of Unit 5: Provide meaningful feedback to students

i) 1-sentence description of the purpose of the unit
The purpose of this unit is to teach learners how to provide meaningful feedback to students
and to understand why it is important to do so.
ii) List the main and supporting objectives covered
Main Objective 5 (originally known as Main Objective 5 in the needs assessment):
Provide meaningful feedback to students
▪ Define the term “feedback”.
• Differentiate between superficial feedback and meaningful feedback:
o Describe the characteristics of superficial feedback.
o Describe the characteristics of meaningful feedback.
• Provide examples of the different kinds of feedback.
o Provide examples of superficial feedback.
o Provide examples of meaningful feedback.
▪ Describe the importance of providing meaningful feedback.
▪ Provide feedback in a prompt and timely manner.

iii) 1-to 2-sentence description of the instructional strategy

The primary instructional strategy that will be used in this unit is classical learning as it will
consist mostly of a lecture.
iv) Outline for the unit that indicates the sequence of major events in the unit and a general
description of the nature of activities (do not provide in-depth details)
Unit 5: Provide meaningful feedback to students
• Define feedback: This part of the unit will be presented as a PowerPoint slide as it will
provide a brief definition of the term “feedback”
• Describe the different kinds of feedback (superficial vs. meaningful feedback): This
part of the unit will be presented as a PowerPoint Slide as it will teach learners the
differences between providing superficial feedback and meaningful feedback and provide
examples of each.
• Describe the importance of providing meaningful feedback: This part of the unit will
be presented as a PowerPoint slide as it will teach learners about the importance of
providing meaningful feedback, especially in a prompt and timely manner.
• Summary: This part of the unit will be presented as a PowerPoint slide as it will provide
a summary of the main learning points in Unit 5.
Carol Koo Design Plans 11

• Assessment: The unit will conclude with an assessment of Unit 5 based on the questions
written in the Level 2 Evaluation of the needs assessment. Specifically, Unit 5 will be
tested using the question that was written for Main Objective 6.
General description of the nature of activities in this unit: This unit will consist mostly of
a PowerPoint slide lecture.

References
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learning/
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How can you incorporate active learning into your classroom? (n.d.). Retrieved from
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Richardson, S., & Radloff, A. (2014). Allies in learning: critical insights into the importance of
staff–student interactions in university education. Teaching in Higher Education, 19(6),
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