html5-img
1 / 18

Outcome-based Learning

Outcome-based Learning. Learning Activities. Introduction. 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.

una
Download Presentation

Outcome-based Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Outcome-based Learning Learning Activities

  2. Introduction • 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.

  3. Teaching Strategies Source: Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato. 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 • Developing critical thinking • Using examples • Everyday life • Reflective journal assessments • Create thinking time and space • Collaborative learning • Creating dissonance

  4. Guidelines and Rationale • 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

  5. Initiation • Students’ self-introduction (brief biography • Personal home page • Representation or collages • Course Beginning [Please refer to Penn State World Campus]

  6. Themes of Activities_1 • Case studies • Problem-based activity • Interactive case studies using “Quandry” • Problem-based Learning [Please refer to Penn State World Campus]

  7. Themes of Activities_2 • Guided discussion forums • Interview • Guest lecturer • Pen pals • “Ask an expert” • Open forum • Students-as-teachers • Polling, debates, and fishbowls using “course talk” • Communication • [Please refer to Penn State World Campus] • Examples from Michigan State University (MSU) • A separate file for an activity from MSU

  8. Themes of Activities_3 • Instructor – Students • Students – Content • Student - Student • Foster interaction • Examples from Michigan State University (MSU) • Examples from Chippewa Valley Technical College (CVTC)

  9. Themes of Activities_4 • Design projects and prototypes • Simulations • Build-as-you-go project • Modifying graphics • Projects [Please refer to Penn State World Campus]

  10. Themes of Activities_5 • Techniques from Michigan State University (MSU) • Foster participation

  11. Themes of Activities_6 • [A separate powerpoint on collaborative learning] • [More examples offered in Multimedia Educational Resource for Learning and Online Teaching (MERLOT) website] • Collaboration

  12. Themes of Activities_7 • [A separate powerpoint on experiential learning] • Experiential learning

  13. Themes of Activities_8 • [A separate powerpoint on self assessment as a learning activity] • Self assessment

  14. Selected Activities_1 • Professional development learning activity [The Institute of Chartered Accountants of Nova Scotia (ICANS)] • A separate file for this activity • Conceptual learning [University of Maryland University College (UMUC) • A separate file for this activity

  15. Selected Activities_2 • Pizza Explorer [Purdue University (PU)] • A separate file for this activity • Creating an individual learning contract [California State University at Chico, School of Social Work (CSUC_SW)] • A separate file for this activity

  16. Selected Activities_3 • Communication [Examples of netiquette in MSU can be modified to meet course’s requirement] • A separate file for this activity • A number of activities from MERLOT • A separate file for this activity

  17. Further attachments • Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato. • Active learning activities from the Centre for Teaching Excellence of the University of Waterloo in Canada

  18. Additional References • 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.

More Related