![Page 1: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/1.jpg)
Outcome-based
Learning
Learning Activities
1
![Page 2: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/2.jpg)
The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the Department.
There will be separate powerpoints for individual categories of activities.
Further information can be found in Penn State World Campus site.
Additional sources will be added wherever necessary.
Introduction
2
![Page 3: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/3.jpg)
Source: Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato.
Developing critical thinking Using examples
Everyday life Reflective journal
assessments Create thinking time and
space Collaborative learning Creating dissonance
Reading skills [can be adapted to other applications]
Problem-posing Framing Question-generating Believing and doubting Evidence-finding Case Norming session “Rough draft workshop” Metacognitive
3
Teaching Strategies
![Page 4: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/4.jpg)
A separate file for this topic Sources
Chippewa Valley Technical College (CVTC) Michigan State University (MSU) The University of New South Wales (UNSW) Tracy Penny Light from the University of
Waterloo in 2004
Guidelines and Rationale
4
![Page 5: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/5.jpg)
Course Beginning [Please refer to Penn State World Campus]
Students’ self-introduction (brief biography
Personal home page Representation or
collages
Initiation
5
![Page 6: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/6.jpg)
Problem-based Learning [Please refer to Penn State World Campus]
Case studies Problem-based activity Interactive case studies
using “Quandry”
Themes of Activities_1
6
![Page 7: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/7.jpg)
Communication [Please refer to
Penn State World Campus]
Examples from Michigan State University (MSU)
A separate file for an activity from MSU
Guided discussion forums
Interview Guest lecturer Pen pals “Ask an expert” Open forum Students-as-teachers Polling, debates, and
fishbowls using “course talk”
Themes of Activities_2
7
![Page 8: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/8.jpg)
Foster interaction Examples from
Michigan State University (MSU)
Examples from Chippewa Valley Technical College (CVTC)
Instructor – Students Students – Content Student - Student
Themes of Activities_3
8
![Page 9: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/9.jpg)
Projects [Please refer to Penn State World Campus]
Design projects and prototypes
Simulations Build-as-you-go project Modifying graphics
Themes of Activities_4
9
![Page 10: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/10.jpg)
Foster participation
Techniques from Michigan State University (MSU)
Themes of Activities_5
10
![Page 11: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/11.jpg)
Collaboration [A separate powerpoint on collaborative learning]
[More examples offered in Multimedia Educational Resource for Learning and Online Teaching (MERLOT) website]
Themes of Activities_6
11
![Page 12: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/12.jpg)
Experiential learning
[A separate powerpoint on experiential learning]
Themes of Activities_7
12
![Page 13: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/13.jpg)
Self assessment [A separate powerpoint on self assessment as a learning activity]
Themes of Activities_8
13
![Page 14: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/14.jpg)
Conceptual learning [University of Maryland University College (UMUC) A separate file for
this activity
Professional development learning activity [The Institute of Chartered Accountants of Nova Scotia (ICANS)] A separate file for
this activity
Selected Activities_1
14
![Page 15: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/15.jpg)
Creating an individual learning contract [California State University at Chico, School of Social Work (CSUC_SW)] A separate file for
this activity
Pizza Explorer [Purdue University (PU)] A separate file for
this activity
Selected Activities_2
15
![Page 16: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/16.jpg)
A number of activities from MERLOT A separate file for
this activity
Communication [Examples of netiquette in MSU can be modified to meet course’s requirement] A separate file for
this activity
Selected Activities_3
16
![Page 17: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/17.jpg)
Active learning activities from the Centre for Teaching Excellence of the University of Waterloo in Canada
Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato.
Further attachments
17
![Page 18: 1. The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the](https://reader035.vdocument.in/reader035/viewer/2022072009/56649d8b5503460f94a72294/html5/thumbnails/18.jpg)
18
Beard, C. & Wilson, J. P. (2002). The power of experiential learning: A handbook for trainers and educators. London: Kogan Page.
Boud, D. (1995). Enhancing learning through self assessment. London: Kogan Page.
Brooks-Harris, J. E. & Stock-Ward, S. R. (1999). Workshops: Designing and facilitating experiential learning. Thousand Oaks, CA: Sage.
Sampson J. & Cohen, R. (2001). Strategies for peer learning: Some examples. In Boud, D., Cohen, R., & Sampson, J. (Eds.), Peer learning in higher education: Learning from & with each other (pp. 35-49). London: Kogan Page.
Additional References