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Student Learning Outcomes 1 What are LO? Why LO? PowerPoint PPT Presentation


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Marek Frankowicz. Student Learning Outcomes 1 What are LO? Why LO?. Definition of an expert (O. Wilde): „Ordinary man, away from home, giving advice” Some experts propose answers for which there are no questions … or teach & preach useless things

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Student Learning Outcomes 1 What are LO? Why LO?

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Marek frankowicz

Marek Frankowicz

Student Learning Outcomes 1Whatare LO? Why LO?


Initial remark

Definition of an expert (O. Wilde): „Ordinary man, away from home, giving advice”

Some experts propose answers for which there are no questions

… or teach & preach useless things

I would like to be useful; please help me

Initialremark


Contexts

Globalization

Change

From Stone Age to Conceptual Age

European Higher Education Area, TUNING, TEMPUS etc.

Contexts


No man is an island entire of itself each is a piece of the continent a part of the main john donne

No man is an island,Entire of itself.Each is a piece of the continent,A part of the main…John Donne


There are many definitions of lo

Goodworkingdefinition (ECTS Users’ Guide):

Learning outcomesarestatements of what a learnerisexpected to know, understand and/or be able to demonstrateaftercompletion of a process of learning.

  • Learning outcomesfocus on whatthelearnerhasachievedratherthantheintentions of theteacher.

  • Learning outcomesfocus on whatthelearnercandemonstrateattheend of learning activity

Thereare many Definitions of LO


Aims objectives and all that jazz

Aims – broad purposes or goals e.g. this course aims to…They are generallyaspirational at programme level but are more specific and achievable at the level of modules/courses.

Objectives – the specific steps that take us from where we are now towardsour goals. They can be formulated as teaching objectives (what the teacherdoes to promote students’ learning), as curriculum objectives (how thecurriculum supports the achievement of the intended learning) and asobjectives for students’ learning (what the students do to learn).

Intended learning outcomes – what students will know and be able to do as aresult of engaging in the learning process. They represent statements ofachievement expressed from the learners’ perspective…at the end of thecourse learners will know … and be able to do….Course/module learningoutcomes must be achievable and measurable. They should connect directlyto the assessment criteria that are used to judge achievement.

Aims, objectives and allthat jazz…


Why write lo

A focus on student learning

Clarity

Overal vision and progression

Realism

Clear connection between goals, teaching and assessment

The process of educational development in the academy

Better quality assurance

Whywritelo?


Two key competences for the 21st century

Ability to Learn

Ability to Adapt

Along with „Lifelong Learning” (LLL) concept

we shall also promote

„Lifelong Mobility” (LLM)

(EURASHE WG „Mobility & International Openness”)

Prerequisites for successful LLL and LLM:

Clear and precise information on educational offer

Efficient recognition mechanisms (based on evidence)

Learning Outcomes!

TwoKeyCompetences for the 21st Century


Lo and employability

„Employability is the Art of Converting Learning Outcomes

into Earning Incomes”

(M.F.)

Short version:

From Learning to Earning

Lo and employability


Taxonomy of lo taxonomies

Bloom’s Taxonomy

SOLO (Structure of Observed Learning Outcomes) Taxonomy

Fink’s Taxonomy

….

Niemierko Taxonomy

….

Bloom’s Taxonomy:

Cognitive Domain

Affective Domain

Psychomotor Domain

Taxonomy of lotaxonomies


Bloom s taxonomy cognitive domain

Bloom’sTaxonomy: CognitiveDomain

Bloom

  • Knowledge

  • Comprehension

  • Application

  • Analysis

  • Synthesis

  • Evaluation

Anderson et al.

  • Remember

  • Understand

  • Apply

  • Analyse

  • Evaluate

  • Create


Bloom s taxonomy affective domain

Receiving

Responding

Valuing

Organisation & Conceptualisation

Characterisation by Value

Bloom’sTaxonomy: AffectiveDomain


Bloom s taxonomy psychomotor domain

Bloom’sTaxonomy: PsychomotorDomain

Bloom

  • Imitation

  • Manipulation

  • Precision

  • Articulation

  • Naturalisation

Dave, Ferris & Aziz

  • Perception/Observing

  • GuidedResponse/ Imitation

  • Mechanism

  • ComplexResponse

  • Adaptation

  • Origination


Writing lo action words

Examples:

Knowledge → define, describe, list

Comprehension → classify, explain, illustrate

Application → apply, prepare, use

Analysis → analyse, deduce, compare

Synthesis → design, explain, formulate

Evaluation → assess, criticise, justify

Writinglo: action words


Examples of lo

List the criteria to be taken into account when caring for a patient with tuberculosis

Classify reactions as exothermic and endothermic

Relate energy changes to bond breaking and formation

Compare classical and quantum harmonic oscillator

Organise a patient education programme

Discuss the role of Internet in physics teaching

Design a poster presentation

Examine a patient

Use MS Office effectively and skilfully

Display a willingness to communicate well with patients

Resolve conflicting issues between personal beliefs and ethical considerations

Examples of lo


From wikipedia

From Wikipedia:

  • During the Gupta period in India (AD 300–600), craftmen's associations, which may have had archaic antecedents, were known as shreni.

  • Greek organizations in Ptolemaic Egypt were called koinon, starting from their 3rd century BC origins of Romancollegia, spread with the extension of the Empire.

  • The Chinese hanghui probably existed already during the Han Dynasty (206 BC - AD 220):, but certainly they were present in the Sui Dynasty (589 - 618 AD).


Lo at the program level

Describe what the learner can accomplish as a result of completing a program

They should be aligned with the institution’s mission

They should focus on broad conceptual knowledge and higher order skills

They represent the minimum requirements to complete a program

Loatthe program level


Lo at the module level

Describe what the learner can accomplish as a result of completing a module

They should be aligned with the program LO

They represent the minimum requirements to complete a module

Loatthe module level


Design of study program tuning approach

Determine need and potential

Define the profile and the key competences

Formulate programme LO

Decide whether modularise or not

Identify competences and LO for each module/course unit

Determine the approaches to teaching, learning and assessment

Check whether the key generic and subject specific competences are covered

Describe the programme and the course units

Check balance and feasibility

Implement, monitor and improve

Design of study program – tuningapproach


Ten steps towards lo nshu 2006

WRITE

Step 1. Formulate: What? Subject-related content in LO

Step 2. Formulate: How? The format of LO (active verbs etc.)

REVISE

Step 3. Focusdistinguish between LO and other descriptions

Step 4. Specifymake LO observable and clear

Step 5. Refinedistinguish between learning activities and results

Step 6. Clarifyvague outcomes

Step 7. Limitthe number of LO

CHECK

Step 8. Adjustcheck that LO can be assessed

Step 9. Estimate student learning time

Step 10. Calibratecheck the module in relation to other modules

Ten stepstowardslo (NSHU 2006)


From wishful thinking to final results

Program aims and objectives

Intended learning outcomes

Curriculum

Evaluation of students

Achieved learning outcomes

Fromwishfulthinking to finalresults


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