concept mapping and course outcomes day 2 – march 16, 2011

CONCEPT MAPPING AND COURSE OUTCOMESDAY 2 – MARCH 16, 2011Getting Started with Instructional Design: A Hands-on Approach

Outcomes for Day 2 Determine the content (subject matter)

of your module, workshop, or course describe how to develop a learning

outcome create clear and appropriate learning

outcomes for the course content that you have identified

Overview of Day 2 Learning Environments Concept Mapping Course Outcomes Next Steps

Learning OutcomeAssessment

StrategyContext

Content

TLS, McGill Univeresity

LEARNING ENVIRONMENTS

Learning Environment Continuum

F2FBlended / Hybri

d

Online

Blended / Hybrid Courses

“A course which includes both face-to-face meetings and online components” (Ko & Rossen,

2010, p.11)

F2F class time replaced with online activities Blended / Hybrid courses deliver 30-79 % of

content online Not to be confused with courses that are

‘technology-enhanced’

Why Blend?

Serves a broader spectrum of learning styles than either classroom or online alone

Allows classroom time to be spent on different types of activities

Accommodates the independent and the social learner

Increases access (space and time independence)

Uses the best of multiple environments to increase learning

Maximizing Contact Time

A different use of class time – review of difficult concepts, rather than coverage of content

Time for active learning techniques, critical thinking, discussion, group work

Moves the role of the professor toward that of facilitator

Laurier Example (CH202)

Pre-Class

• Students write quiz “cold” (ungraded)• Access to videos (created with screen capture

software)• Students retake quiz (graded)

In Class

• Pre-class material summarized in mini-lecture• Quiz results presented• Application activities (clicker questions, group

work, discussion)

Post-Class

• Summary video produced on any unfinished business

• Optional practice problems posted

CONCEPT MAPPINGGetting Started

What Constitutes Content?Understanding of the subject matter

Decisions about teaching and learning

Beginning the process: Intensive Writing (5 minutes)

Write about the content of the course you will design during the workshop What is the content of the course? What is the course about? Brainstorm the full range of possibilities!

What is concept mapping? a “diagrammatic representation of

meaningful relationships b/w concepts [i.e., key elements of your course]”

a “visual ‘road map’ of the key ideas [concepts, topics, etc.]”

an ongoing process...

Source: Watson, 1998, p. 265

What is concept mapping?• a graphical way of organizing your thoughts

(understanding) and showing how concepts are related or differentiated

• a diagrammed series of "nodes" consisting of linked topics (core concepts) and subtopics

• connections (lines between nodes) are labelled with linking words/phrases denoting how concepts are related thereby forming propositions

What is a Concept? ... from a Concept Mapping PerspectiveJoseph D. Novak & Alberto J. Cañas , Institute for Human and Machine Cognition, http://cmap.ihmc.us/docs/Concept.html

Design ConsiderationsContext begin with a clear “focus question”; map should answer question

Lines use thicker, thinner, d-o-t-t-e-d lines to show nature of connections label lines between nodes with a linking word or phrase

Nodes draw small to LARGE shapes to indicate importance of map elements use different shapes or colours to differentiate various

elements/domains

Other include images/pictures (can be added with via C-map) hierarchal – tends to read progressing from the top down

Content Considerations• centrally important to subject/focus of course• meets program / accrediting / professional needs• meaningful and relevant to learner / participant• based on or related to research• situated within the domain of study

(discipline/field)• stimulates search for meaning/further

investigation• transmittable/accessible via planned educational

experience

Sequencing Considerations• chronological – moving from past to present• topic by topic – no set relationship b/w topics• problem-centred – problems, questions, cases set

organization of material• spiral – topics/concepts revisited throughout course

with new info layered on • cumulative – each topic/concept builds on previous

oneSource: Centre for Teaching Excellence, University of Waterloo, Course Content Selection and Organizationhttp://cte.uwaterloo.ca/teaching_resources/tips/course_content_selection_and_organization.html

Denise’s Concept Map Process

Other Mapping Options

Venn Diagram

Euler Diagram

Ishikawa (fishbone) Diagram

Ellis, D. (2009)

Examples of Maps

Properties of Materials Electronic structure

of atoms

Molecularshapes &dipole moments

Intermolecular forces

Reactivity - organic functional groups

Ionic, covalent and metallicbonding

Mapping YOUR Course• From your intensive writing circle ‘core’

items and record on sticky notes• arrange (rank) sticky notes; begin to identify

relationships b/w concepts • prepare draft concept map with labelled

nodes (concepts/domains) and lines• critique draft map – individual – refer to

worksheets• share map with peer for feedback• revise map to share with group for feedback

Getting Started with instructional Design: A hands-on approach

GOALS, OBJECTIVES, AND OUTCOMES –

‘Cheshire Puss,’ she began, rather timidly, ... ’Would you tell me, please, which way I ought to go from here?’‘That depends a good deal on where you want to get to,’ said the Cat.‘I don’t much care where …’ said Alice.‘Then it doesn’t matter which way you go,’ said the Cat.‘…so long as I get somewhere,’ Alice added as an explanation.‘Oh, you’re sure to do that,’ said the Cat, ‘if you only walk long enough.’

Food for thought….

Alice in Wonderland

Learning Objectives/Outcomes

“Students can better master their own learning when they know what the expectations are for that learning.”

Parkes, Fix & Harris, 2003, p. 76

Goals/objectives and outcomes are to a course what a foundation is to a house.

Prégent, 1994

Benefits of Stating Objectives/Outcomes

communicates your intentions clearly to students and to colleagues

provides a framework for selecting and organizing course content, appropriate teaching and learning activities

guides you in decisions about assessment and evaluation methods

gives students information for directing their learning efforts and monitoring their own progress

Terminology

• object of a person’s/course’s ambition, effort; aim, target

• course focusedGoal

• something sought or aimed at• instructor focused

Objective

• a visible result• student/learning focused

Outcome

Goals

Can be more general or vague

Not held up to same evaluative standards as objectives or outcomes

Example: “The goal of this course is to introduce students to the foundational theories of literary criticism.”

Objectives

should be fairly short

begin with a verb

reflect the instructor’s point of view

Example: “investigate influential literary theories from the 19th century to present day”

Outcomes

should tell students what they will have learned

clarify what they will be able to do with the new knowledge/skills/value

identify level of learning/application (analysis, synthesis, evaluation)

Example: “be able to apply two or more literary theories to a new text”

Outcomes

should be short

formulated from the student’s point of view

begin with an action verb such as: describe, explain, analyse, evaluate

Should begin: “After studying X, Y and Z (context), students (you) will be able to recognize, describe,…”

SMACable Learning Outcomes

Specific

Measureable

Attainable

Clearly Stated

Taxonomies of Learning

Bloom’s Taxonomy of Educational Objectives

Fink’s Taxonomy of Significant Learning Fostaty Young’s ICE Taxonomy

Benefits of Adopting a Taxonomy

Taxonomies provide: a common language for communicating

about learning

a framework to enhance curricular coherence

students with a meta-cognitive tool to help plan for their learning

Bloom’s Taxonomy (1956)(Revised 2005)

One of the earliest taxonomies

Learning is

understood to be hierarchical and domain specific

Taxonomic Levels/Domains

CARINGDeveloping new

Feelings Interests Values

LEARNING HOW TO LEARN

Becoming a better student Inquiring about a subject Self-directing learners

HUMAN DIMENSION Learning about:

Oneself Others

INTEGRATIONConnecting:

Ideas People Realms of life

FOUNDATIONAL KNOWLEDGEUnderstanding and remembering:

Information Ideas

APPLICATION Skills* Thinking:

Critical, creative, & practical thinking

Managing projects

Fink’s, 2003 Taxonomy of Significant Learning

ICE

IDEAS CONNECTIONS EXTENSIONS• Basic Facts• Elemental concepts

• Within the content• To life experiences

• Applying learning to new situations• The “so now what?” of learningFostaty Young & Wilson (2000)

ICE

Ideas are the basic building blocks of learning. They are the fundamentals of new learning; the steps in a process; the vocabulary of a subject area; definitions; the material that students collect from their notes and textbooks.

ICE

Connections occur when learners are able to articulate relationships among the isolated bits of information and Ideas within the content or when they are able to make personal meaning of their new learning.

ICE

Extensions are the final stage of learning growth. They are often demonstrated when learners able to extrapolate or use their new learning in novel ways, perhaps by being able to use their new knowledge in ways quite removed from the original learning context.

Using Taxonomies for Scaffolding

Before we can understand a concept we have to remember it

Before we can apply the concept we must understand it

Before we analyse it we must be able to apply it Before we can evaluate its impact we must have

analysed it Before we can create we must have remembered,

understood, applied, analysed, and evaluatedSource:

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

References Carroll, L. (1971). Alice in Wonderland. (1st edition). New York: W. W. Norton. Churches, A. (2010). Bloom’s Digital Taxonomy. Retrieved from

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy [2010, August 13] Course Content Selection and Organization, Waterloo, Ontario: Centre for Teaching Excellence, University of

Waterloo. Retrieved from http://cte.uwaterloo.ca/teaching_resources/tips/course_content_selection_and_organization.html [2011, March 16].

Ellis, D. (2009). Using Visual Models to Capture Change Management Situations. Paper presented at annual Educational Developers Conference, February.

Fostaty Young, S. & Wilson, R.J. (2000) Assessment and Learning: The ICE Approach. Fink, D. L. (2003). Creating Significant Learning Experiences. San Francisco, CA: Jossey-Bass. Ko, S. & Rossen, S. (2010). Teaching Online: A Practical Guide (3rd ed.). New York: Routledge. Novak, J.D., & Canas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them,

Technical Report IHMC CmapTools Retrieved from http://cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf [2011, March 5]

Parkes, J., Fix, T., & Harris, M. (2003). What syllabi communicate about assessment in college classrooms. Journal on Excellence in College Teaching, 14(1), 61–83.

Prégent, R. (1994). Charting your course: How to prepare to teach more effectively. Madison, WI: Magna Publications Inc.

Ramsden, P. (1992). Learning to teach in higher education. London: Routledge. Svinicki, S. (1991). Practical implications of cognitive theories. In College Teaching: From Theory to Practice.

San Francisco, CA: Jossey-Bass. Teaching and Learning Services, McGill University.

Next Steps Learning Log Feedback Sheets Homework:

Review wiki resources Browse learning and instructional design

materials Read:

Designing Learning as Well as Teaching (McAlpine, 2004)

Day 3: Facilitation Methods and Assessment