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![Page 1: Redesigning student learning opportunities: Some examples from the classroom. Scott Leong Department of Accounting Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022072013/56649e4a5503460f94b3d6a3/html5/thumbnails/1.jpg)
Redesigning student learning opportunities: Some examples
from the classroom.Scott Leong
Department of Accounting
Illinois State University
![Page 2: Redesigning student learning opportunities: Some examples from the classroom. Scott Leong Department of Accounting Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022072013/56649e4a5503460f94b3d6a3/html5/thumbnails/2.jpg)
FAQ EQ
• Where can I get a copy of the paper?– There isn’t a paper– Would you like to be a coauthor?
• Where are the citations?– None, based upon my ISU insights
• What type of presentation is this?– I’ll start with a few examples– Then let you brainstorm
![Page 3: Redesigning student learning opportunities: Some examples from the classroom. Scott Leong Department of Accounting Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022072013/56649e4a5503460f94b3d6a3/html5/thumbnails/3.jpg)
Student Knowledge Creation Model
Learning Opportunities Knowledge
We have only indirect control of student knowledge.
It is difficult to force student’s to gain knowledge.
We have direct control of learning opportunities given to students.
It is hoped that students take advantage of these learning opportunities to gain knowledge.
![Page 4: Redesigning student learning opportunities: Some examples from the classroom. Scott Leong Department of Accounting Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022072013/56649e4a5503460f94b3d6a3/html5/thumbnails/4.jpg)
Preconditions of Learning Opportunities
Learning Opportunities
Learning Objectives
•What students are suppose to learn
Student Expectations
•Student viewpoint of learningInstructional
Tools
•Projects
•Lectures
•Discussion Knowledge
![Page 5: Redesigning student learning opportunities: Some examples from the classroom. Scott Leong Department of Accounting Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022072013/56649e4a5503460f94b3d6a3/html5/thumbnails/5.jpg)
Redesign Strategies
Learning Opportunities
Learning Objectives Student
Expectations
Instructional Tools
Changing
• course catalog
Knowledge
Stating
•expected outcome
•expected learning
Creating/changing
•connected projects
•reflection papers
Creating
•department
•course
![Page 6: Redesigning student learning opportunities: Some examples from the classroom. Scott Leong Department of Accounting Illinois State University.](https://reader036.fdocuments.us/reader036/viewer/2022072013/56649e4a5503460f94b3d6a3/html5/thumbnails/6.jpg)
Connected projects
• Accounting Information Systems course– Project 1: Build payroll system using Excel– Project 2a: Assess internal controls of payroll
system– Project 2b: Discuss changes to strengthen
system– Project 3: Revise payroll system using
Access
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Reflection papers
• Summary papers of projects performed in class (for Accounting Information Systems)– Describe inputs, processes, outputs of project– Relate to their prior experiences and other classes
• Final paper– Relate projects to definition of Accounting information
Systems– Relate to experiences and other classes
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Department Level Learning Objectives
• AACSB standards
• Join assessment task force (in order to assess need to define what is to be assessed)
• Derive from mission statement
• Faculty meetings
• Constituents (American Institute of CPAs, employers, etc)
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Course Learning Objectives
• Department level learning objectives• Professional organizations (American
Institute of CPAs, Institute of Management Accountants)
• Textbook• EmployersE.g. internal controls, system development,
spreadsheet concepts, database concepts (see connected projects)
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How We Learn
• 10% of what we read• 20% of what we hear• 30% of what we see• 50% of what we see & hear• 60% of what we write• 70% of what we discuss• 80% of what we experience• 90% of what we teach
Uno. Handbook on Teaching Undergraduate Science Courses
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Expected Outcomes/Assignment Details
• Provide structure/template– Set of questions for student response
• Show grading template– E.g. papers graded on 4 levels (overall task,
coherence, sentence structure, grammar)
• Describe breakdown of grade– E.g. 70% on project outcome, 30% on paper.
(See reflection papers)