Journey through Redesign Preparing for the Journey

1. Journey through RedesignPreparing for the Journey Wednesday, May 11, 2011

2. Preparing for the Journey:NCAT Themes Improved Learning Appropriately Integrated Technology Reduced Costs Whole Course Redesign Encourage Active Learning Individualized Instruction Build In On-Going Assessment and Feedback Sufficient Time on Task and Monitor Student Progress

3. Preparing for the Journey:Pedagogical Principles Design Backward Lesson Course Program Institution Unit Deliver Forward Spady, 1998 (as cited in Huba & Freed, 2000, p. 108) Begin with the End: Learning Outcomes

4. Preparing for the Journey:Learning Outcomes • Focus on • Student rather than Faculty • “Students should be able to…” • Learning resulting from an activity rather than the activity itself Students will write a term paper. Students will become effective writers. • Important, non-trivial aspects of learning, particularly those central to the discipline

5. Preparing for the Journey:Objectives Describe the specifictasks to be accomplished or the performance to be expected of the learner to achieve the outcome Drive the development of instructional strategies and activities Form the basis for assessment

6. Preparing for the Journey:Objectives Clear Concise Measurable Realistic

7. Preparing for the Journey:Objectives Audience -- Who is to achieve the objective? Behavior -- What is the learner expected to be able to do or what is the product or result of the doing? This is the operational definition using observable, measurable terms. Condition -- Under what important conditions should the behavior / performance occur? Degree-- The criterion of acceptable performance. How well must the learner be able to perform in order for the performance to be considered acceptable? (O’Bannon, 2008)

8. Preparing for the Journey:Sample Objectives A == Student C == Piaget & Vygotsky Theories B == Compare elements D == 3

9. Preparing for the Journey:Domains of Objectives • Bloom’s Taxonomy • Learning Domains • Cognitive (Knowledge & Critical Thinking) • Affective (Feelings & Attitudes) • Psychomotor (Physical Performance)

10. Preparing for the Journey:Cognitive Levels of Objectives Creating Evaluating Analyzing Applying Understanding Remembering Higher-Order Lower-Order

11. Preparing for the Journey:How Baseball Is Played Remembering: List the rules of the game of baseball. Understanding: Explain the role of each of the player’s positions on the field. Applying: Play a game of baseball according to the rules. Analyzing: After watching a baseball game, compare the performance of the two teams based on the number of errors made by each. Evaluating: After watching a team play several games, assign each player to a position based on their skills and qualifications. Creating: Umpire a game of baseball fairly according to the official rules of the game.

12. Preparing for the Journey:Sample Objectives & Taxonomy Level Analyzing Remembering Evaluating Applying Creating Understanding

13. Preparing for the Journey:Review • NCAT Themes • Redesign begins with Learning Outcomes • Learning Outcomes are operationalized as specific Objectives • Don’t forget your A B C Ds • Bloom’s Taxonomy Levels

14. References Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn and Bacon. O’Bannon, B. (2008). Writing objectives. Retrieved from http://itc.utk.edu/~bobannon/writing_objectives.html Palloff, R. M., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco, CA: John Wiley & Sons. Suskie, L. (2004). Assessing student learning: A common sense guide. Bolton, MA: Anker Publishing Company.