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Webinar Series – Session 2 Outcome-based Learning Opportunities Michael Derntl 1 , Jad Najjar 2 and Susanne Neumann 1 1 University of Vienna, Austria 2 WU Vienna, Austria
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Outcome-based Learning Opportunities - Webinar

May 08, 2015

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Michael Derntl

Delivered as part of the ICOPER Webinar Series
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Page 1: Outcome-based Learning Opportunities - Webinar

Webinar Series – Session 2

Outcome -based Learning Opportunities

Michael Derntl 1, Jad Najjar 2 and Susanne Neumann 1

1 University of Vienna, Austria2 WU Vienna, Austria

Page 2: Outcome-based Learning Opportunities - Webinar

Webinar overview

� Background and motivation for outcome-based education

� Formulating learning outcomes� Learning outcome based teaching methods and learning

designs

� Models and standards for learning outcomes and opportunities

� Learning outcome motivated assessment

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Using Adobe Connect

Page 4: Outcome-based Learning Opportunities - Webinar

Using Adobe Connect

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Why outcome-oriented teaching and learning?

� The Bologna Process� quality assurance in higher education� a unified educational system (mobility, transparency and mutual

recognition of qualification)

� Revise curricula � integrate student centeredness and learning outcome orientation

� Pedagogical issues became central: Alignment of teaching and assessment methods in accordance with learning outcomes

Background and motivation

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What is your background?

� Please shortly state in the chat:

1. Your background. (e.g. higher education, PhD student, vocational training, consulting, instructional design, other…)

2. Your position or relation to teaching (if any).

3. Subject(s) you teach / PhD topic.

Background and motivation

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Learning outcomes

A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process ―European Qualification Framework for Lifelong Learning (EQF)

ALIGNMENTLearning outcomes

Teaching methods

Workload (ECTS)

Assessment

Formulating learning outcomes

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Types of learning outcomes

Formulating learning outcomes

KnowledgeThe outcome of the assimilation of information through learning.

SkillsThe ability to apply knowledge and use know-how to complete tasks and solve problems.

Competence (personal and professional) The proven ability to use knowledge, skills and personal, social and/or methodological abilities.

proven abilityto use

abilityto apply

Personal, social and/or methodological

abilities

Learning outcomes

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Intended vs. achieved learning outcomes

The teacher defines the intended learning outcomes for a learning opportunityThe teacher assesses and learners demonstrate the achievement of intended learning outcomes

Formulating learning outcomes

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enumerate the most influential politicians of the 20th century

Sentence structure of intended learning outcomes

An intended learning outcome is formulated as a sentence that follows a basic structure:

Learners are able to Verb Object

Describes intended (cognitive) process

Describes what students are expected to acquire

or construct

Formulating learning outcomes

Example:

Learners are able to

What type of learning outcome is this?

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Examples of learning outcomes and their type

Students are able to …

… explain the seven layers of the ISO/OSI Reference Model

… enumerate the most influential politicians of the 20th century

… design an interactive website that complies with Web Accessibility Guidelines

… filter out relevant literature for a given research problem.

… guide their team mates in improving the architectural model of a system.

… moderate a virtual task-force meeting

Formulating learning outcomes

Knowledge

Skills

Competence

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Guidelines

1. Students are taught about software design flaws

2. Students are able to identify critical design flaws in a given software system

→ Focus on the learning rather than the teaching!

3. Students complete Unit 1 on basics of academic writing

4. Students are able to explain the basic principles of academic writing

→ Focus on the outcome, not the process!

5. Students are able to give a good presentation about their semester project

6. Students are able to convey the essential outcomes of their semester project in a five-minute slideshow presentation

→ Make sure that achievement can be assessed!

Formulating learning outcomes

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Activity

Formulate and write in the chat:� If you’re a (PhD) student : a learning outcome of the program or

course you‘re taking.� If you’re a teacher/tutor : a learning outcome of a course you’re

teaching.� Indicate in parentheses whether the outcome is related to:

� knowledge (K)� skills (S) or � competence (C)

Formulating learning outcomes

Example:Students are able to explain the basic principles of academic writing (K)

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Problem outline

Alignment of outcomes, methods, and workload� Here: focus on aligning teaching methods with learning outcomes� Goal: facilitating learners in achieving the intended outcomes

Teaching methods and learning designs

ALIGNMENTLearning outcomes

Teaching methods

Workload (ECTS)

Assessment

Learning outcomes

Teaching methods

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ICOPER concept model

Key concepts

Sharable Educational Resources

Learning Outcome

Learning Content

TEACHING METHOD

intended result of

involves

Stored inthe OICS

imple-ments

Learning Opportunity

LEARNING DESIGN

INSTRUCTIONAL MODEL

is a

is a

Assessment Method

is a

imple-ments

instantiation of

uses

definesroles

Learning Facilitator

Learner

is a

Assessment Opportunity

includes

Assessment Design

is a

instantiationof

uses

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Examples of Teaching Methods 1/5

Lecture : The teacher is the primary delivery channel for instructional content – often through presentation.

Teaching methods and learning designs

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Examples of Teaching Methods 2/5

One-Minute Paper : Learners quickly write thoughts to make their level of understanding explicit.

Teaching methods and learning designs

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Examples of Teaching Methods 3/5

Feedback : Reinforce or correct actions performed by learners.

Teaching methods and learning designs

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Examples of Teaching Methods 4/5

Think-Pair-Share : To break long presentations, learners first think about a question individually, then discuss their thoughts with a partner, and lastly report back to the teacher.

Teaching methods and learning designs

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Role Play : is a “dramatized case-study”. Its purpose is to have members of a group act out roles surrounding a situation, condition, or circumstance to make different perspectives on the issue visible.

Examples of Teaching Methods 5/5

Teaching methods and learning designs

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Description of instructional models

ICOPER researched description elements that practitioners require for browsing, selecting and implementing instructional models.� General description: title, summary, rationale, subject, learning

outcomes, learner characteristics, group size, duration, setting, author/licensing

� Detailed description: graphical representation, sequence of activities, roles, assessment method, resources, variations, implementations, references

� Comments: teacher reflections, student feedback, peer review

This allows for a structured human-readable description

Teaching methods and learning designs

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Description of instructional models

To describe instructional models in an interoperable machine-readable format, there are several existing standards and specifications, e.g.:� IMS Learning Design (LD)� SCORM� IMS Simple Sequencing (SS)

In ICOPER: Instructional models described with IMS LD (other formats allowed), with LOM metadata record(s) on topStorage in the Open ICOPER Content Space (OICS)� for OICS/LOM introduction see the replay of Webinar 1; for IMS LD the upcoming Webinar 3; for application demos Webinar 5.

Teaching methods and learning designs

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Alignment of Learning Outcomes and Assessment

Teaching methods and learning designs

ALIGNMENTLearning outcomes

Teaching methods

Workload (ECTS)

Assessment

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Alignment of Learning Outcomes and Assessment

Learning outcome:

Students are able to moderate a virtual task-force meeting.

Aligned assessment: A tutor observes a task-force meeting where a student moderates, and gives feedback to the student based on pre-defined performance criteria.

Misaligned assessment:Students take a multiple-choice test on how to moderate meetings.

Teaching methods and learning designs

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Alignment of Learning Outcomes and Teaching Methods: General

General alignment: What do we mean by “alignment” when talking about teaching methods?

Teaching methods and learning designs

ALIGNMENTLearning outcomes

Teaching methods

Workload (ECTS)

Assessment

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Alignment of Learning Outcomes and Teaching Methods: General

Learning outcome:

Students are able to moderate a virtual task-force meeting.

Teaching methods:� Lecture� One-minute paper� Feedback� Think-pair-share� Role play

Teaching methods and learning designs

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Take a vote:Which teaching method(s) do you consider a good/best fit for this learning outcome?

“Students are able to moderate a virtual task-force meeting”

Teaching methods:� Lecture� One-minute paper� Feedback� Think-pair-share� Role play

Voting Activity

Teaching methods and learning designs

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Alignment of Learning Outcomes and Teaching Methods: Specific

Use taxonomy for alignment, for instance, Anderson & Krathwohl taxonomy of educational objectives

Teaching methods and learning designs

Students are able to moderate a virtual task-force meeting.

Source: Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy For Learning, Teaching, And Assessing: A Revision of Bloom's Taxonomy of Educational Objec tives (Complete ed.). New York: Addison Wesley Longman.

LO: moderation

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Alignment of Learning Outcomes and Teaching Methods: Specific

Teaching methods and learning designs

Source: Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy For Learning, Teaching, And Assessing: A Revision of Bloom's Taxonomy of Educational Objec tives (Complete ed.). New York: Addison Wesley Longman.

LO: Moderation

TM: Lecture

TM: One-Minute-Paper

TM: Feedback

TM: Think-Pair-Share

TM: Role Play

Assessment: Moderation

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Teaching methods

What to look after besides learning outcome alignment when choosing teaching methods?� Allow learners to practice and do things themselves; don’t just “talk”

about it� Plan for social interactions between learners� Support learning process (feedback, scaffolding, coaching)

Teaching methods and learning designs

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Learning Design

Building a learning design: Adding content and assessment to the teaching method according to learning outcome.

Teaching methods and learning designs

Generic teaching method

Integration of a whiteboard tool to collect reasons

Specific learning design integrating the teaching method

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Specifications in Focus

� Learning Outcomes (IEEE RCD)� Describe and manage Learning Outcome Definitions� ICOPER LOD AP

� Learning Opportunities (CEN MLO)� Publish metadata of learning opportunities� ICOPER MLO APP

� Personal Achievements (new spec.)� Describe and share information on learners/teacher achieved learning

outcomes and associated evidence, level and context data� Personal Achieved Learning Outcomes (ICOPER PALO)� Backbone for a new CEN specification

Models and standards

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Metadata for Learning Outcomes

� Describes the characteristics of a learning outcomes� Enable storage, referencing, sharing Learning outcomes data

Models and standards

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Indexed large set of learning outcomes

http://oics.icoper.org/LOD/

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Sources Learning Outcomes � OpenLearn (OUUK)

� All courses have defined learning outcomes� Stored in IEEE LOM metadata classification category

� IEEE/ACM Computer Science Curricula (Task Force)� All course descriptions have learning outcomes� PDF file� Used worldwide by many universities

� 21st Century Engineer (NSF project)� 36 generic learning outcomes� Engineering domain� .ppt file

� European Computer Science Driving License (ECDL)� Full list of learning outcomes per topic� Excel sheets

� WU Vienna – Business Education study programme� Local XML into LOD XML

Models and standards

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Learning Opportunities

Example:

Course catalog

Models and standards

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Metadata for Learning Opportunities � Describe an opportunity a learner can follow� Enables publishing metadata across universities/countries

Models and standards

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Generate MLO Instances

http://oics.icoper.org/MLO/

� Course catalogs� Local XML format� Transformation into

ICOPER MLO XML� 1000s instances� Want to produce MLO

instances from your course catalogs?…Talk to us ;-)

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Metadata for Personal Achievements� Represent information on achieved/required/desired learning outcomes of a learner. Also teachers

(taught outcomes)� Share data with LMSs, recruitment systems, social applications

Models and standards

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PALO ExampleModels and standards

Najjar et al. (2010) A data model for describing and exchanging Personal Achieved Learning Outcomes (PALO). International Journal of IT Standards and Standardization Research, vol. 8, pp. 87-104.

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Generated PALO Data

Models and standards

� Data collected acrosssystems

� ATOM/RSS feeds� Shared in

� iGoogle� Facebook� LMSs� etc.

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Evidence of achievement

� Successful completion of learning opportunity

� Evidence that a learning outcome was achieved/attained

� Each learner achievement has an assessment record

� Assessment record is a summary result of one or more learning assessments

Learning outcome motivated assessment

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Approaches

� Automatic� System generates assessment records

from assessment results in LMS� Submit data to learner profile when course is closed

� Semi-automatic� Student claimes achievement of

outcomes � submit assessment records to learner profile

� Teacher approves assessment records � data submitted to learner profile

Learning outcome motivated assessment

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More Resources & Feedback

ICOPER Training Infrastructure:� Learning Outcome Course:

http://training.icoper.org/moodle/mod/resource/view.php?id=269� Instructional Modeling Course:

http://training.icoper.org/moodle/mod/resource/view.php?id=270

Your feedback:What do you take home from this webinar?Please share via the chat window or raise your hand to speak.

Feedback form:http://tinyurl.com/28gjny2

Closing

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Upcoming Webinars

Webinar 3: “eContent for designing and delivering outcome-based learning opportunities”February 3, 2011 (next Thursday)16.00-17.30

Webinar 4: “Learning outcome-based assessment and applications”February 10, 201116.00-17.30

Webinar 5: “Applications for outcome-based learning”February 17, 201116.00-17.30

ICOPER Webinar Series