course design in higher education with narration
DESCRIPTION
Introduction to constructive alignment, learning outcomes, Bloom's taxonomy and other ideas that influence curriculum design in Higher EducationTRANSCRIPT
DesigningPGCAP Programme Team
Intended learning outcomesBy 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
purpose of HE• disseminate knowledge• develop the capacity to use ideas and
information• develop the ability to test ideas and evidence• develop the ability to generate ideas and
evidence• personal development• develop the capacity to plan and manage one’s
own learning
source Bourner and Flowers (1998)
helping students learn
•experiential and collaborative learning•guidance•processing and application activities•structure•feedback on learning•resources•support
(Butcher et. al, 2006, p. 71-72)
teaching and learning cycle
identifying needs and planning
designing
facilitating
assessing
supporting
evaluating
McKimm, J. et al. BMJ 2003;326:870-873http://www.bmj.com/cgi/content/full/326/7394/870/Fu7
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)
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)
A well-written learning outcome statement:
• Active verbs
• Identify important learning requirements: knowledge, skills, attitudes.
• Be achievable and measurable.
• Use clear language.
• Explicit statements of achievement.
Content & Intended learning outcomes: minimum requirements
nice
could
should
essential
Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59
The 4 domains
Domain Target Focus
Cognitive Knowledge, intellectual/mental skills
Mind/Knowledge
Affective (emotional)
Attitudes, interests, feelings and emotions, values, adjustments
Spirit/Attitude
Psychomotor (skills)
Manual or physical skills, Motor and manipulations skills
Body/Skills
Interpersonal (social)
People interacting with each other
Spirit/Attitude/Skills
The Cognitive Domain and Bloom’s Taxonomy
evaluation
synthesis
analysis
application
comprehension
knowledge
Bloom’s Taxonomoy (1956)
Educational Psychology Interactive: The Cognitive Domain
Video – Bloom’s Taxonomy via Pirates of the Caribbean http://bit.ly/9lmm4C
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
avoid/useavoid words likeKnow...
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 likeState...
Describe...
Explain...
List...
Evaluate...
Identify...
Distinguish between...
Analyse...
Outline...
Summarize...
Represent graphically...
Compare...
Apply...
Assess...
Give examples of...
Suggest reasons why...
Bloom reconfigured (slightly)
creating
evaluating
analysing
applying
understanding
remembering
• Anderson and Krathwohl Revision (2001)
Constructive alignment (Biggs 1999)
desi
gn
ed
to m
eet
learn
ing
ou
tcom
es
Learning and Teaching activities
desi
gn
ed
to m
eet
learn
ing
ou
tcom
es
Intended Learning Outcomes
desi
gn
ed
to m
eet
learn
ing
ou
tcom
es
Assessment Method
• Students construct meaning from what they do to learn.
• The teacher aligns the planned learning activities with the learning outcomes.
Application: 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
Planning – Things to consider• 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!”
Modes of delivery - traditionally•Lectures•Seminars•Tutorials
•What do these mean? Do we deliver these and plan these differently? How do these labels affect how we plan and deliver these modes of delivery? What can we do about it?
How to deliver•From transmission to reception.•What is more important:
▫That we transmit content? Or▫That students receive content?
•Should we be focussing on how to get our students receive (and process) content and how we facilitate this?
•NB: “receive” in this context is 'decoding' (reconstructing) the message / content transmitted.
Moving away from the didactic / transmissive mode – different approaches
•Problem Based Learning•Individualised Instruction (not to be
confused with one to one tutoring)•Podcasts with tutorials•…•Key message: Students are actively involved in learning the content based on tasks we provide to help them do that.
What to deliver
•What Content?•Essential, Should, Could.•Threshold Concepts?•What Skills?
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.g when 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.
Curriculum Design
Curriculum
… is a creative act but it usually focuses on…
• norm• core knowledge of discipline• assessment• orientation internally and
externally • informal adjustments ongoing• crammed?
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?
JISC
Influences•Institutional & Beyond
▫Professional Bodies▫Resourcing▫Skills Agenda▫Employability
•Students▫Widening Participation▫Technology
•Research▫Learning Theory▫Student Experience
Curriculum design models
modular approach•Lego (scaffolded modules)•Satellite (free standing modules)•Jigsaw (connected modules)
fitting it all together, approachespyramidspiral
satellite image missing!!!
Module Specifications•Aims•Intended Learning Outcomes: Knowledge
& Understanding, Skills•Assessment•Learning & Teaching Strategies•Syllabus Outline•Resources•Information Literacy•e-submission where applicable•…
References• Anderson, L.W. & Krathwohl, D.R. (2001) A Taxonomy of Learning, Teaching
and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman: New York
• 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• Laurillard, D. (2002) Rethinking University Teaching: A Framework for the
Effective Use of Educational Technology London: Routledge • Meyer JHF and Land R (2003) Threshold Concepts and Troublesome
Knowledge (1) Linkages to Ways of Thinking and Practising in Improving Student Learning Ten Years On. Rust, C (ed), OCSLD, Oxford
• Otter, S. (1992) Learning Outcomes in Higher Education London:UDACE• Rowntree, D. (1990) Teaching Through Self-Instruction Abingdon:
Routledge
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