Designing a significant learning environment extends beyond course design and interaction between students and teachers (Fink, 2003, p. 1). Designing a significant learning environment encompasses taxonomies such as foundational knowledge, application of goals, integration of goals, human dimensions, and caring goals, as well as learning-to-learn goals (Fink, 2003, p. 9).

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Using Fink's self-directed guide, I have designed a course overview on digital literacy for kindergarten through third-grade students using the taxonomies for a well-designed significant learning environment. Working backward will enable me to think comprehensively about the Big Hairy Audacious Goal (BHAG) I am setting not only for students but also for the course design itself. 

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Reference

Fink, L.D. (2003) A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.