Transcript
DesigningLearning and Teaching in Higher Education/ Core PGCAP Module (CoreSep11)
Chrissi Nerantzi & Neil Currant
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my reflective notes
• during session
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Intended learning outcomes
By the end of the session, participants attending and engaging in the session will have had the opportunity to:
• discuss and critically evaluate own design process and approaches used
• explore innovative student-centred methods and active learning approaches when planning lectures, seminars, workshops and tutorials to maximise engagement
• develop a better understanding of technology-enhanced curriculum design processes and explore applications in own context
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Decide• What are the 3 most important ingredients you need to
take into account when planning a session/programme?
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planning a session: collaborative
mindmap• http://www.text2mindmap.com/ or
• http: www.imindmap.com
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Planning a session• Your learners• Group size
• Title• Time/duration• Day/date, location • Aims and Learning Outcomes• Structure and Content• Methods/Activities• Aids and Resources• Assessment• Differentiation• Reflection/Evaluation
• “If you fail to plan, you plan to fail!”
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What is a good aim?
• “A teaching aim is couched in terms of what the teaching is trying to do, grounded in what the subject demands” Laurillard (1993:184)
• "...expressed in terms of what you, the teacher, will be presenting to the learner.“ Rowntree(1990:44)
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Intended Learning Outcomes
• Describe what learners will know and be able to do when they have completed a session, module or programme.
• “What a learner knows or can do as a result of learning” Otter (1992:i)
• “Descriptors of the ways that students will be expected to demonstrate the results of their learning.” Race (2000:10)
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A well-written learning outcome
statement should:
• Contain an active verb, an object and a qualifying clause or phrase that provides a context or condition
• Be written in the future tense
• Identify important learning requirements: knowledge, understanding, skills, attitudes at each appropriate level
• Be achievable and measurable
• Use clear language, understandable by students
• Relate to explicit statements of achievement
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Learning outcomes, minimum
requirements
nice
could
should
essential
Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59
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The 4 domains
Domain Target Focus
Cognitive Knowledge,
intellectual/mental skills
Mind/
Knowledge
Affective Attitudes, interests, feelings
and emotions, values,
adjustments
Spirit/
Attitude
Psychomotor Manual or physical skills,
Motor and manipulations
skills
Body/
Skills
Interpersonal People interacting with each
other
Spirit/Attitude/
Skills
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The Cognitive Domain and Bloom’s Taxonomy
evaluation
synthesis
analysis
application
comprehension
knowledge
creating
evaluating
analysing
applying
understanding
rememberingBloom’s Taxonomoy (1956)
Anderson and Krathwohl Revision (2001)
Educational Psychology Interactive: The Cognitive Domain
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Knowledge arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state
Comprehension classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
Application apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write
Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
Synthesis arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write
Evaluation appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate
Bloom’s Taxonomy and verb list
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avoid/useavoid words like
Know...
Understand...
Really know...
Really understand...
Be familiar with...
Become acquainted with...
Have a good grasp of...
Appreciate...
Be interested in...
Acquire a feeling for...
Be aware of...
Believe...
Have information about...
Realize the significance of...
Learn the basics of...
Obtain working knowledge of...
use words like
State...
Describe...
Explain...
List...
Evaluate...
Identify...
Distinguish between...
Analyse...
Outline...
Summarize...
Represent graphically...
Compare...
Apply...
Assess...
Give examples of...
Suggest reasons why...
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Constructive alignment (Prof. John
Biggs, 1999)
des
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and Teaching activities
des
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Learning Outcomes
des
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Method
•Students construct meaning from what they do to learn.
•The teacher aligns the planned learning activities with the learning outcomes.
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Assessment
• Research shows that inclusive assessment achieves higher levels of student satisfaction, provides increased opportunities for discussion and leads to improvements in student marks and grades.
• Inclusive Assessments are built into course design and meet the assessment needs of the majority of students. Inclusive assessments are concerned with equality of opportunity. It is an approach that recognises that students have different learning styles and offers a range of assessment methods necessary to assess the different ways in which students can demonstrate the achievement of the learning outcomes.
assessment for learning
assessment of learning
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Snowballing: During my sessions I want
my students to… we want our students
to...• Interact
• Engage
• Feel challenged
• Feel motivated
• Stretched
• Feel a sense of achievement
• Work autonomously and in groups
• …
• Remember! We are all different!
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How can I do it???
• Know my students
• Build-in variety
• Active approaches
• Assessment for learning
• Acknowledge contributions
• Be creative and flexible
"What we have to learn to do, we learn by doing." Aristotle
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Designing sessions for…
• Small group
• Large groups
• Online delivery
• Face-to-face delivery
• Blended delivery
advantages
challenges
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Would you like a break?
• Back in 10min please
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Technology-enhanced approaches
• Gadgets you have with you today: How and when do you use them?
What about teaching and learning?
• Face-to-face settings
• Blended
• Fully online
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Task: Designing a session for learning
Module: Introduction to English cookery (1st year undergraduates, 100 students, 10 weeks, kitchen, lecture theatre, seminar rooms, VLE) session: English Breakfast
• Learners• Intended learning outcomes• Learning environment• Learning activity• Approach taken• Inclusion• Assessment• Available technology
Activity based on JISC resource available at http://www.elearning.ac.uk/effprac/html/planner.htm
Designing for learning
http://www.elearning.ac.uk/effprac/html/design_model.htm
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Curriculum design
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Curriculum design: what is it?
“A curriculum is an artefact, constructed within a frame. It has form and structure. It has dimensions of time and space. It is experienced. The framing is important … what to place inside the frame and what to exclude. The critical decision then concerns how the contents within the frame are composed in relation to each other in order to create an integral and harmonious entity.”
(Paul Kleiman, 2002. P.3)What is missing?
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Creative Curriculum
… is a creative act but it usually
focuses on…
•norm
•core knowledge of discipline
•assessment
•orientation internally and
externally
•informal adjustments ongoing
•crammed?
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Creative Curriculum
… is a creative act but it usually
focuses on…
•norm
•core knowledge of discipline
•assessment
•orientation internally and
externally
•informal adjustments ongoing
•crammed?
… is a creative act that focuses
on…
•spaces
•flexibility
•originality
•personalisation
•collaboration
Key factor: Is creativity valued by students, the department,
influential academics?
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Discussion• Discuss within your groups.
• What should be included in the module guide/ programme outline?
• Check the module guides/programme outlines you brought with you. Compare!
• Present findings
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Influences
• Institutional & Beyond▫ Professional Bodies▫ Resourcing▫ Skills Agenda▫ Employability
• Students▫ Widening Participation▫ Technology
• Research▫ Learning Theory▫ Student Experience
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Threshold Concepts?
• Certain concepts are held to be central to the mastery of a subject
• They have the following features:
▫ Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.
▫ Troublesome: Threshold concepts are likely to be troublesome for the student. e.gwhen it is counter−intuitive.
▫ Irreversible: They are difficult to unlearn.
▫ Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.
▫ Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.
▫ Discursive: Crossing of a threshold will incorporate an enhanced and extended use of language.
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Curriculum design models
modular approach
• Lego (scaffolded modules)
• Satellite (free standing modules)
• Jigsaw (connected modules)
fitting it all together, approaches
pyramid
spiral
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Procedures
• Quality Assurance - AQA handbook http://www.governance.salford.ac.uk/page/aqa_handbook
• consistent, rigorous, transparent and reliable systems of assessment;
• equality of opportunity ... to demonstrate ability and achievement;
• the provision of reliable information and guidance.• Annual programme monitoring & enhancement• Periodic programme review & reapproval• New Academic Regulations for Taught Programmes 2010/11http://www.governance.salford.ac.uk/page/ARTP_2010-11
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National bodies
• Quality Assurance Agency (QAA)
▫ Frameworks for HE qualifications (FHEQ)-describe the achievement represented by higher education qualifications.
▫ Subject Benchmark statements for U/G
▫ Master's Degree Characteristics
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References• Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUP• Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay• Bourner, T & Flowers, S (1998) Teaching and Learning Methods in Higher Education: A Glimpse of the Future.
Reflections on HE, pp. 77-102.• Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon:
Routledge• Hussey, T. and Smith, P. (2002) The Trouble with Learning Outcomes, Active Learning 3 (3) 220-233• Hussey, T. and Smith, P. (2003) The Uses of Learning Outcomes, Teaching in Higher Education 8 (3) 357-368• Hussey, T. and Smith, P. (2008) Learning Outcomes: a conceptual analysis, Teaching in Higher Education 13 (1) 107-
115• Knight, P. (2002) Being a Teacher in Higher Education Buckingham: SRHE/OUP• Knight, P. (2001) ‘Complexity and curriculum: a process approach to curriculum making’ in Teaching in HE Vol 6 No
3 pp369-381.• Laurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational
Technology London: Routledge• Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education London: PCP publishing• Nixon, J. (2001) Not without dust and heat: the moral bases of the new academic professionalism, British Journal of
Educational Studies, 49, 2. 173-186.• Ramsden, P. (1992) Learning to Teach in Higher Education London: Routledge.• Schon D. A. (1983) The Reflective Practitioner: How Professionals Think in Action New York: Basic Books. • Shulman, L.S. (1987) ‘Knowledge and teaching: foundations of the new reform’ in Harvard Educational Review
February 57 (1) pp.1-22. • Steeples, C, Jones, CR & Goodyear, P (2002) Beyond e-learning: a future for networked learning. In C Steeples and CR
Jones (Eds) Networked learning : principles and perspectives. London: Springer• Trigwell, K. (2001) Professionalism in the practice of teaching: the role of research ILT Conference - Keynote address
University of York • Trigwell, K., Prosser, M., and Taylor, P. (1994) Qualitative differences in approaches to teaching first year university
science, Higher Education 27, • pp75-84. • Universities UK (2004) Towards a Framework of Professional Teaching Standards: Consultation Document.• http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/
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Resources:
• Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Learning
http://www.itslifejimbutnotasweknowit.org.uk/files/CPLHE/Learnng%20outcomes%20for%20busy%20academics.rtf
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looking back and next week
Today• What did we do? What are you taking away?• Collect reflective diaries
Next week• Using and experimenting• Where? You decide!!!
▫ a. participate in a mixed-reality game with Chrissi
▫ b. class session with Neil
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Designing
University of SalfordAcademic Development Unitwww.adu.salford.ac.uk
Chrissi Nerantzi c.nerantzi@salford.ac.uk @chrissinerantziNeil Currant n.currant@salford.ac.uk @ncurrant
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