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From Intended Learning Outcomes to Teaching/Learning Activities

From Intended Learning Outcomes to Teaching/Learning Activities. ITU Teaching/Learning Seminar: Teaching/Learning Activities. Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark. ( 10:30 – 10:45 ).

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From Intended Learning Outcomes to Teaching/Learning Activities

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  1. From Intended Learning Outcomes to Teaching/Learning Activities ITU Teaching/Learning Seminar: Teaching/Learning Activities Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark ( 10:30 – 10:45 )

  2. From ILO's to TLA's ITU Teaching/Learning Seminar: Teaching/Learning Activities Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark ( 10:30 – 10:45 )

  3. Summary from Last Year Constructive Alignment and Intended Learning Outcomes

  4. Constructive Alignment • Make explicit ILO's • (…and tell this to students) TLA's= ILO's =AT's Teaching/Learning Activities AssessmentTasks vs. SUSAN: intrinsically motivated ROBERT: extrinsically motivated

  5. Intended Learning Outcomes • From content: • ...to competence: • Intended Learning Outcomesusing verbsfrom The SOLO Taxonomy!  name recite analyze explain  • To understand: • deadlock • interference • synchronization • ...   vs. Teacher Understanding?!? Student ILO's: describe ... compare... explain ... analyze... Have the student dosomething; and then "observe" product and/or process 

  6. The Implementation Process 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2)Operationalize these goals: and express them as (SOLO) intended learning outcomes alignment learning support learning incentive 3)Carefully design (TLA's): teaching/learning actitivites (intended learning outcomes) 4)Carefully design (AT's): assessment tasks (intended learning outcomes) More information on implementing alignment: [ http://www1.itu.dk/sw79909.asp ]

  7. Teaching/Learning Activities General advice

  8. Teacher activity: Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question Lecture (about Application) vs. active teacher [ Biggs & Tang 2007, p.137 ] vs. passive student

  9. Student Activation The (in-famous) "Learning Pyramid": Average retention rate 5% Lecture Listening: Learning about passive student 10% Reading 20% Audiovisual student activation 30% Demonstration active student 50% Discussion group 75% Practice by doing Doing: Learning to do 80% Teaching others [ NTL Institute for Applied Behavioral Science, Bethel, Maine ]

  10. Learning(about): about application about cooking about programming about designing about analysis about construction about relating ... Learning (to do): to apply to cook to program to design to analyse to construct to relate ... Listening vs.Doing studentlistening (to something about something) vs. student doing !!

  11. From ILO's to TLA's • Given(carefully chosen): ILO's: describe ... compare... explain ... analyze... student-centric Design TLA's=ILO's FOCUS TODAY! Note: there is a workshop on this later today (17:35 - 18:20)

  12. Thank you ! Have a great seminar !

  13. Key References • ”Teaching for Quality Learning at University”John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill. • ”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982 • ”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Aarhus University, 2006 • "Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics"Claus Brabrand & Bettina DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007

  14. Lecture problem oriented teacher centric student centric Lecture discipline oriented

  15. Constructive Alignment TLA's (Teaching/LearningActivities) Designed to meet ILO's ILO's (Intended Learning Outcomes) Explicitly definedand communicated AT's (AssessmentTasks) Designed to assess ILO's learning incentive learning support

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