Aligning Outcomes, Assessments & Activites

Creating a significant learning environment requires an emphasis to be placed on the outcomes, activities and assessments for particular units. Outcomes, activities, and assessments should be aligned in foundational knowledge, application, integration, human dimension/caring, and learning how to learn (Fink, 2003) in order for significant learning to occur. Essentially, significant learning done within the realm of authentic learning environments allows students to develop connections and learn based on context rather than simply memorizing content, which is crucial to developing lifelong learners.

Using the guide created by Fink, I have developed a plan for a high school senior-level graphic design course to create and develop ePortfolios that showcase the development of a re-branding guideline/rules for an existing business for all print and digital market material within a two-semester course. I started with the BHAG, Big Hairy Audacious Goal, and worked backward from there to plan the unit. Coming up with the BHAG first allowed me to keep my end goal in sight and focus all outcomes, activities, and assessments on that to design a cohesive unit with strong goals where my students can learn and connect in a learner-centered, engaging environment.

BHAG (Big Hairy Audacious Goal) – Overarching Course Goal:

Learners will create an ePortfolio to showcase their design work in the work-based learning experience or simulated learning opportunity that encompasses all projects, related studies, Industry Based Certifications (IBC's), and presentations created to sell their ideas during their three design classes (Graphic Design 1, Graphic Design 2, and Graphic Design 3) that make the entire program of study.

The re-branding activity planned out below in the 3-column table and related planning documents outline a project that fits within the overall BHAG. But this is an example of one of the many projects that will be added to their ePortfolio.

(click the table below to download a pdf version)

Learning Outcomes

(click on the icon below to download a pdf of my planning documents)

Planning Documents

Connection to Innovation Plan

The 3 column table and the planning documents outline a specific project within my innovation plan. My innovation plan requires each student in my pilot senior-level class to create their own ePortfolio showcasing the projects, documentation, and evaluation of their learning and design solutions. Through this re-branding project, my pilot senior-level class will learn to self-direct their initial research and study the existing business, create designs that are effective and meet the needs of the business, create a presentation pitching their new design to the existing business, and finally reflect on what worked, what didn't, and what could have been done to improve the overall re-branding. Throughout this process, the 3-column table and planning documents outline the continued documentation of their portfolio. The consistent addition of this project, along with others, will incrementally build their portfolio that they can then use to document all the work they will accomplish.

References

Fink, D. (2003, Aug 05). A Self-Directed Guide to Designing Courses for Significant Learning. The University of Oklahoma https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

Harapnuik, D. (n.d.). ADL/EDLD 5313 goal & 3 column table. It’s About Learning. Retrieved November 17, 2021, from https://www.harapnuik.org/?page_id=8618.