an overview of course design: planning for significant learning
DESCRIPTION
An Overview of Course Design: Planning for Significant Learning. Muhimbili University School of Public Health and Social Sciences January 7, 2011. Prudence Merton, PhD Rob Schadt, Ed.D. Karen Tombs, EdD James Wolff, MD, MPH. Workshop Learning Outcomes Participants will be able to. 2. - PowerPoint PPT PresentationTRANSCRIPT
An Overview of Course Design:Planning for Significant Learning
Prudence Merton, PhDRob Schadt, Ed.D.Karen Tombs, EdDJames Wolff, MD, MPH
Muhimbili University School of Public Health and Social Sciences
January 7, 2011
Workshop Learning Outcomes
Participants will be able to
Describe a process of course design Identify the situational factors that effect
the design of their course Identify characteristics of effective
learning outcomes Write learning outcomes and evaluate
their quality against those characteristics Improve learning outcomes
2
This session relies on “The Self Directed Guide to
Designing Courses for Higher Level Learning”
by Dee Fink, Director of the Instructional Development
Program at Oklahoma University.
Workshop Resources
Find it at: www.ou.edu/idp/significant/selfdirected1.pdf
What is Significant Learning?
Ask, “What would I like the impact of this course to be on students 2-3 years after the course is over?”
(“What would I like students who have taken this course to be able to do?”)
ActivityActivity
Barriers to Designing Courses for Significant Learning
“I want to expose my students to…”
“I want to teach my students about…”
“I want to show my students that…”
When we focus on content coverage Course organization and syllabi are viewed
as topic lists Misperception that
amount covered = amount learned Assessments focused on reiteration Assumption that content knowledge means
that students can apply knowledge(problem solving ability)
Barriers to Designing Courses for Significant Learning
When we have laudable, but vague goals beyond content mastery I want my students to think like scientists I want my students to see that HIV-AIDS is
a complex social, cultural, medical and political issue
Barriers to Designing Courses for Significant Learning
When we have a small “Teaching Toolbox” If all you have is a hammer… If the only teaching strategy you have is
lecture… When we view assessment as only tests
Barriers to Designing Courses for Significant Learning
When there’s a failure to think beyond the end of the module, course or program Students: take exam, get grade, sell the
book Faculty: seldom ask themselves how they
might help students be better prepared for future tasks.
Barriers to Designing Courses for Significant Learning
IntegratedIntegrated CourseCourse DesignDesign
Learning Goals
Learning Activities
Feedback/Assessment:
Situational Factors
Activity
Learning Goal:Learn content and think critically
Teaching/Learning activity: Lecture
Feedback/Assessment:Midterm exam with thinking and content-related questions
Learning Goals
Learning Activities
Feedback/Assessment
If exam asks content-based, and “thinking” questions…If exam asks content-based, and “thinking” questions…
Lack of Integrated Course DesignLack of Integrated Course Design
Learning Goal:Learn content and think critically
Teaching/Learning activity: Lecture
Feedback/Assessment:Midterm exam only content-related questions
Learning Goals
Learning Activities
Feedback/Assessment
If exam asks content-based, but not “thinking” questions…If exam asks content-based, but not “thinking” questions…
Lack of Integrated Course DesignLack of Integrated Course Design
Course Development CyclePersonal Instructional Strategy
What will the students know, be able to do with what they know when they
complete my course?
What evidence do the students and instructors have of success?
How will I conduct class to assist students
in their learning/success?
Are the students meeting the learning outcomes and succeeding?
What is working or not working in my course?
What changes will be incorporated in the
next course offering?
STUDENTLEARNING OUTCOMES& CHOOSE CONTENT
Assessment
Learning Activities
ReflectionDocumentationSoTL Project
Course Portfolio
Syllabus
The Difference in Setting Student-Focused Overarching Goals
Teacher-focused view: Provide students with an introduction to the geology of environmental issues and geologic hazards.
Student-focused view: (Student will be able to -)Assess the hazard potential of an area and take that into account when choosing a piece of property for purchase. or Evaluate the validity of a news report related to the environment or Prepare a scientifically sound argument on a local environmental issue to present at a town forum or in a town newspaper.
Goals Phrased as Students Being Able to Do Something
What do you want students to do after they have taken your course?
Which would you rather have?
I want my students to have a strong background in…
I want my student to use their strong background in order to do…..
Bloom’s Taxonomy of Learning
Knowledge (meaning recall knowledge) Comprehension Application Analysis Synthesis Evaluation
HandoutHandout
Knowledge: Recall data or information
Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Bloom’s Taxonomy of Learning
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Bloom’s Taxonomy of Learning
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee ís vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Bloom’s Taxonomy of Learning
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Bloom’s Taxonomy of Learning
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Bloom’s Taxonomy of Learning
Evaluation: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
Bloom’s Taxonomy of Learning
Now it’s Your Turn…
Write one learning outcome for your course…
Session
Session
Module LOs
Session
Session
Module LOs
Session
Session
ModuleLOs
Session
Session
Module LOs
Course Learning Outcomes
FoundationalLearning
Outcomes
Mediating Learning
Outcomes
Overarching Learning Outcome
.
.
.
..
.
Some Guidelines for Writing Learning Outcomes
Focus on the student as the performer What is a student expected to be able to do? How is a student expected to be able to think?
Contain a verb describing an observable action The verb is selected based on the desired level of
performance (e.g. Bloom’s taxonomy of cognitive levels) Can the outcome be assessed? (Must all our learning
objectives for students be measurable?)
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REVISED BLOOM’S TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging
AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing, charting, developing UnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining RememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding, defining
Learning
Outcome
Worksheet
Cognitive Process Dimension
Remember Understand Apply Analyze Evaluate Create
Kn
owle
dge
Dim
ension
Factual
Conceptual(categories, classifications, relationships)
Procedural(knowing how to do something)
Metacognitive(how one learns, what one knows, evaluating value of a task, knowing own capabilities)
Revise your first learning outcome and construct another learning outcome for your class
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Activity
Dealing With “Understand” in Outcomes
How do you write outcomes when you want students to “understand” a complex concept, system, or process?
Identify specific tasks that indicate “understanding” Specify outcomes for each task
Similar comments apply to “know,” “appreciate,” “value,” “learn,” “demonstrate understanding,” “grasp”
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Example: “Understand” in Outcomes
In our computer architecture course we want students to “understand” a sample architecture made up of several modules
What would students be able to do if they “understood” (outcomes) Students should be able to identify:
All the modules and interconnecting signals
Modules involved in a given system-level operation
Output values for a given input values for each module
Sub-module changes given a system level change…
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Single, to Set, to Course Outcomes
Many fundamental outcomes in a whole course can be overwhelming and unmanageable
Use a “piecemeal” approach, start with a “chunk” (modules, topical areas)
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Writing a Set of Learning Outcomes
For your course think of a significant chunk/unit of the course
Write down a set of learning outcomes for the chunk/unit.
Cardinal rules Action verb Student as the performer
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Team Exercise
Task Write 3 or 5 guidelines for good set of learning outcomes
What are the common features of a set of learning outcomes?
What should a set of learning outcomes look like?
Method Brain storm individually -- 2 minutes Form teams of 3-4 people Establish consensus as a team -- 8 minutes Report team results in large group
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Guidelines from Teams
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Pair Exercise
Exchange your learning outcomes with another participant
Provide constructive feedback based on guidelines we developed
10 minutes
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Individual Exercise
Revise your learning outcomes based on guidelines and feedback
Report on biggest improvement
10 minutes
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What purposes do learning outcomes (goals/ objectives) serve?
• For students
• For faculty
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Learning Outcomes
Outcomes help students: Clarify personal learning goals Relates course to big picture of profession Provides a guide to learn against – measure success Recognize significance of actions of instructor Expectations, benefits, motivation and relevance Something tangible/course deliverable Reduce anxiety – improve studying
Outcomes help instructors: Bridge courses Milestones/guideposts for activities for measurement Roadmap Design/evaluate – homework/activities/assessments Identify task/techniques to get the point across
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A Taxonomy of Significant Learning
Learning How to Learn
Foundational Knowledge Caring
Application
IntegrationHuman
Dimension
A Taxonomy of Significant Learning
FOUNDATIONAL KNOWLEDGEUnderstanding and remembering:•Information•Ideas
A Taxonomy of Significant Learning
APPLICATIONSkillsThinking:
•critical, •creative,•practical
Managing projects
A Taxonomy of Significant Learning
Caring
Developing new
•interests
•feelings
•values
• Become excited about a certain activity
• Desire to be a good student
• Developing a commitment to live a more healthy lifestyle
A Taxonomy of Significant Learning
INTEGRATIONConnecting:
•Ideas•People•Realms of life
A Taxonomy of Significant Learning
LEARNING HOW TO LEARN•Becoming a better student•Inquiring about a subject•Self-directing learners
• How to inquire and construct knowledge
• How to be a good student
• How to pursue self-directed learning
A Taxonomy of Significant Learning
Human DimensionLearning about•Oneself•Others
• Leadership
• Multi-cultural education
• Working as a member of a team
• Embodying environmental ethics
The “Assignment-Centered Course”
Review: What Learning Do I Want? Create a Course Skeleton Showing Major
Assignments and Exams That Will Teach and Test the Learning; Insert Them in the Week in Which They Are Due
Plan Major Assignments and Exams that Will Teach and Test the Learning You Want
Ask These Questions about Assignments
Validity: Are the assignments likely to elicit the kind of learning you want? Consider the context in which students produce
work: time frame, level of foundation required, accessibility of help, likely work strategies (situational factors)
Workload: Are the assignments and exams manageable in terms of number, type, length, and spacing across the semester?
It is better to concentrate on a few, well-chosen assignments and exams than to proliferate ill-conceived ones. Sometimes, “Less is more”
It is better to concentrate on a few, well-chosen assignments and exams than to proliferate ill-conceived ones. Sometimes, “Less is more”
Consider Times and Spaces for Learning
Aspects of the Learning Process: First exposure: student first hears/sees new
information, concepts, procedures, etc. Process: student applies, critiques, contrasts,
synthesizes, argues, analyzes, etc. This usually results in a product: test, exam, assignment, lab or clinic performance, etc.
Response: Teacher, assistant, or peer responds to the product
Communication
Basic Mode: Traditional Lecture Method
Class Student(s)Alone
TeacherAlone
First ExposureFirst Exposure
ProcessProcess
Response
Basic Mode: Interactive Method
Student(s)Alone
TeacherAlone
First ExposureFirst Exposure
ProcessProcess
Response
Class
One last question…
As you enter the classroom, ask yourself this question:
“If there were no students in the classroom, could I do what I am planning to do?”
If the answer to this question is yes, don’t do it.
(Novak et al, 1999, Just in Time Teaching)