ITU Seminar on Teaching & Learning Claus Brabrand ((( [email protected] ))) ((( ))) Associate...
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Transcript of ITU Seminar on Teaching & Learning Claus Brabrand ((( [email protected] ))) ((( ))) Associate...
ITU Seminar onTeaching & Learning
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor,IT University of Copenhagen Denmark
ITU Teaching & Learning Seminar: Teaching/Learning Activities
( 09:00 – 10:00 )
Constructive Alignment and Intended Learning Outcomes
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor,IT University of Copenhagen Denmark
ITU Teaching & Learning Seminar: Teaching/Learning Activities
( 09:00 – 10:00 )
Introduction to:
[ 3 ]
"What is good teaching?"
Exercise:T
[ 4 ]
Outline
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy
3) Intended Learning Outcomes How to use Intended Learning Outcomes Relation to new Danish Grading Scale
[ 5 ]
“Teaching for Quality Learning at University
- What the student does”
“Teaching for Quality Learning at University
- What the student does”
Constructive Alignment & SOLO Taxonomy:
Introduction to…:
“Teaching Teaching & Understanding Understanding”
“Teaching Teaching & Understanding Understanding”19 min award-winning short-film on Constructive Alignment(available on DVD in 7 languages, epilogue by John Biggs)
John Biggs’ popular and heavily cited book:
Note: 3rd Edition now available [J.Biggs & C.Tang, 2009]
[ 6 ]
"What are the film'smain messages
(in your opinion)"?
Neighbour Discussion:T
[ 7 ]
Outline
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy
3) Intended Learning Outcomes How to use Intended Learning Outcomes Relation to new Danish Grading Scale
[ 8 ]
From Content to Competence
My old course descriptions (Concurrency 2004): Given in terms of a 'content description':
Essentially:
This is a bad ideafor two reasons...!
Goal is…:
To understand: deadlock interference synchronization ...
[ 9 ]
Goal is…:
To understand: deadlock interference synchronization ...
Problem 1 !
Problem with 'content' as goals !analyse ...compare ...
define deadlockdescribe solutions
name solutionsrecite conditons
Stud. C
Stud. A
Stud. B
analyze systemsexplain causes
Censor
Teacher
agreem
ent
analyze systemsexplain causes
tacit kno
wled
ge fro
m a
research-b
ased trad
ition
no
t kno
wn
by stu
den
t
[ 10 ]
Problem 2 !
Problem with 'understanding' as goals !
The answer is simple:
'concept of deadlock' ?!
Goal is…:
To understand: deadlock interference synchronization ...
It cannot be observed !
[ 11 ]
Competence !
'Competence' as goals !
Have the student do something;and then "observe" the product and/or process
'SOLO' = Structure of the Observed Learning Outcome
Note': inherently operational (~ verbs)
Objective !
To learn how to: analyze systems for... explain cause/effects... prove properties of... compare methods of... ...
Note: 'understanding' is of course
pre-requisitional !
Competence := knowledge + capacity to act upon it
[ 12 ]
SOLO Advantages
Advantages of The SOLO Taxonomy: Linear hierarchical structure Aimed at evaluating student learning Converges on research (at SOLO 5)
Research:Production ofnew knowledge
[ 13 ]
SOLO (elaborated)Note: the list is non-exhaustive
SOLO 2”uni-structural”
SOLO 3“multi-structural”
SOLO 4“relational”
SOLO 5“extended abstract”
theorize generalize hypothesize predict judge reflect transfer theory
(to new domain) …
analyze compare contrast integrate relate explain causes apply theory
(to its domain) …
combine structure describe classify enumerate list do algorithm apply method …
define identify count name recite paraphrase follow (simple)
instructions …
Graphic Legend
problem / question / cue known related issue - given! hypothetical related issue - not given! student response
Q
R
QUANTITATIVE QUALITATIVE
R
R'Q
RQRQRQ
QUALITATIVE
[ 14 ]
Outline
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy
3) Intended Learning Outcomes How to use Intended Learning Outcomes Relation to new Danish Grading Scale
[ 15 ]
Concrete Recommendations (4x)
Intended Learning Outcomes [Genetics 101]
After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies,
in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria).
describe and perform connexion-analysis describe fundamental genetic concepts : (e.g., mutation
variation, in-breeding, natural selection). describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously
2) List ILO's as 'bullets': Clearer than text Student "learning checklist" Use to design Teaching/Learning Activities (TLA's) Use to design Assessment Tasks (AT's)
1) Use 'standard formulation':
a) puts learning focus on the student
b) competence formulation: "to be able to"
3) Use 'Verb + Noun' formulation:
What the student is expected to
do with a given matter .V N
V
V
VV
V
V
V
V
N
N
N
N
4) Avoid 'understanding-goals':
"To understand X", "Be familiar with Y", "Have a notion of Z", ...!
N
N
[ 16 ]
The Danish Grade Scale
Unacceptable-3 For a performance which is unacceptable in all respects F
Inadequate00 For an insufficient performance which does not meet the course objectives Fx
Adequate02 For a sufficient performance which barely meets the course objectives E
Fair4For a fair performance which adequately meets the course objectives but also displays several major weaknesses D
Good7 For a good performance which meets the course objectives but also displays some weaknesses C
Very good10 For a very good performance which meets the course objectives, with only minor weaknesses B
Excellent 12 For an excellent performance which completely meets the course objectives, with no or only a few insignificant weaknesses . A
Grade := Degree of realization
of course objectives!
[ 17 ]
Activation Exercise
What are key ILO's in YOUR course ?
T
Concurrency:
analyze systemscompare models
Concurrency:
analyze systemscompare models
[ 18 ]
Questions...
"What is good teaching?"
The Short-Film
Cognitive processes
Association
new ~ old
The Book
John Biggs
"understanding"
content competence
Student activation
Susan & RobertTeacher models
levels 1 - 2 - 3
Course descriptions
Constructive AlignmentTop Competences
15% programming
CS v. NAT v. MAT
Students at University
My researchand teaching
'TLA'Teaching / Learning
Activities
Tips'n'Tricks
?
recitegeneralize
R
R'
Q
The SOLO Taxonomy
From Intended Learning Outcomes to Teaching/Learning Activities
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor,IT University of Copenhagen Denmark
ITU Teaching/Learning Seminar: Teaching/Learning Activities
( 10:30 – 10:45 )
From ILO's to TLA's
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor,IT University of Copenhagen Denmark
ITU Teaching/Learning Seminar: Teaching/Learning Activities
( 10:30 – 10:45 )
Summary from Last Year
Constructive Alignment andIntended Learning Outcomes
[ 22 ]
Intended Learning Outcomes
From content:
...to competence:
Intended Learning Outcomes(using verbs from The SOLO Taxonomy)
ILO's: analyze ... explain ... compare ... apply ...
Goal: understand: deadlock interference synchronization ...
analyzeexplain
Teacher Student
namerecite
Understanding?!?
Have the student do something;and then "observe" product and/or process
vs.
[ 23 ]
Make explicit ILO's ( )
(…and tell this to students)
= ILO's = TeachingLearningActivities
Assessment
Constructive Alignment
vs.
ROBERT:extrinsically motivatedROBERT:extrinsically motivated
SUSAN:intrinsically motivatedSUSAN:intrinsically motivated
IntendedLearningOutcomes
[ 24 ]
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
3) Carefully design (TLA's): teaching/learning actitivites ( intended learning outcomes)
4) Carefully design (AT's): assessment tasks ( intended learning outcomes)
alignmentlearning support learning incentive
More information on implementing alignment: [ http://www1.itu.dk/sw79909.asp ]
Teaching/Learning Activities
General issues
[ 26 ]
Lecture (about Application) 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
activeteacher
passivestudent
vs.
[ B
igg
s &
Tan
g 2
007
, p
.13
7 ]
vs.
[ 27 ]
Lecture
functional knowledge
declarative knowledge
teacher centric student centric
Lecture
[ 28 ]
Student Activation
Averageretention rate
5%
10%
20%
30%
50%
75%
80%
Lecture
Reading
Audiovisual
Demonstration
Discussion group
Practice by doing
Teaching others
[ NTL Institute for Applied Behavioral Science, Bethel, Maine ]
passivestudent
activestudent
stud
ent
activ
atio
n
"The (in-famous) Learning Pyramid":
Doing:Learning to doDoing:Learning to do
Listening:Learning aboutListening:Learning about
[ 29 ]
Listening vs. Doing 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 ...
studentlistening
studentdoing !!
vs.
(to something about something)
[ 30 ]
Main Point !!!
Note: there is a workshop on this later today (17:35 - 18:20)
Design TLA's = ILO's
Given(carefully chosen):
student-centric
ILO's: analyze ... explain ... compare ... apply ...
FOCUS TODAY!
Thank you !
Have a great seminar !
Aligning your TLA's with your ILO's
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor,IT University of Copenhagen Denmark
ITU Teaching/Learning Seminar: Teaching/Learning Activities
( 17:35 – 18:20 )
WORKSHOP:
[ 33 ]
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
3) Carefully design (TLA's): teaching/learning actitivites ( intended learning outcomes)
4) Carefully design (AT's): assessment tasks ( intended learning outcomes)
alignmentlearning support learning incentive
ILO's: analyze systems for properties (e.g. deadlock) compare models of systems (wrt. behavior)
[ http://itucph.onconfluence.com/display/ILU/Study+programme+development ]
[ 34 ]
Workshop (groups of 3)
1) Pair up (groups of 3) and choose 1-2 key ILO's from your courses:
(e.g., 'to program', 'to design', 'to construct', 'to analyse', 'to relate', 'to compare', ...)
2) Design a student-centric TLA for those key ILO's
(relating today's material to your teaching)
3) Pair up with another group and explain your TLA
(just explain the main points and the student-centricity)
5'
30'
2x5'
Exercise on "Teaching/Learning Activities" (From ILO's to TLA's) ITU, Nov 20, 2009
BONUS SLIDES
- = -
[ 36 ]
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
[ 37 ]
Common SOLO Competences
From a study of632x courses at NAT/(AU+SDU)ie. science context
[ 38 ]
The BLOOM Taxonomy (1956)
The BLOOM Taxonomy:
Knowledge
Comprehension
Application
Analysis EvaluationSynthesis
Qualitative
Quantitative
SO
LO 4
+5
SO
LO 2
+3
”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item”
-- (Biggs & Collis, 1982)”
[ 39 ]
Constructive Alignment
ILO's(Intended Learning
Outcomes)
Explicitly defined and communicated
TLA's(Teaching/Learning
Activities)
Designed to meet ILO's
AT's(Assessment
Tasks)
Designed to assess ILO's
learningsupport
learningincentive