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Course Learning Objectives and Outcomes . Course (re)Design Workshop August 22, 2013. Section Outcomes. Reflect upon your own conception(s) of learning and its impact on your teaching Create two or more learning outcome statements for your course using the SMART principle .

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Course Learning Objectives and Outcomes


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    1. Course Learning Objectives and Outcomes Course (re)Design Workshop August 22, 2013

    2. Section Outcomes • Reflect upon your own conception(s) of learning and its impact on your teaching • Create two or more learning outcome statements for your course using the SMART principle

    3. Conceptions of Learning

    4. What is Learning? • Learning is a process, not a product. • Learning involves change in knowledge, beliefs, behaviours, or attitudes. • Learning is not something done to students, but rather something that students do themselves. • Since learning is internal, it can only be assessed by what a student produces. Source: Ambrose et al. (2010)

    5. Types of Learning • Declarative (what) • Procedural (how) • Conditional (application of procedural/declarative) • Reflective (why) Source: Ambrose et al. (2010)

    6. Goals, Objectives, and Outcomes

    7. Food for thought…. ‘Cheshire Puss,’ she began, rather timidly, ... ’Would you tell me, please, which way I ought to go from here?’ ‘That depends a good deal on where you want to get to,’ said the Cat. ‘I don’t much care where …’ said Alice. ‘Then it doesn’t matter which way you go,’ said the Cat. ‘…so long as I get somewhere,’ Alice added as an explanation. ‘Oh, you’re sure to do that,’ said the Cat, ‘if you only walk long enough.’ Alice in Wonderland

    8. Provincial Degree Level Expectations (UDLEs and GDLEs) Institutional Objectives Program Goals / Objectives / Outcomes Course Goals / Objectives Student Learning Outcomes

    9. Benefits of Stating Objectives/Outcomes • Communicates your intentions clearly to students and to colleagues • Provides a framework for selecting course content, appropriate teaching and learning activities, and assessments • Guides you in decisions about assessment and evaluation methods • Gives students information for directing their learning efforts and monitoring their own progress

    10. Clarifying the Terms

    11. Goals • General statements about broader intended aims of the course • Not held up to same evaluative standards as outcomes • Example: “The goal of this course is to introduce students to the foundational theories of literary criticism.”

    12. Objectives • Written from the point of view of what the course or instructor seeks to accomplish • May be more specific than a goal, but not necessarily directly aligned with an assessment • Example: “We will survey a range of literary theories from the 19th century to present day”

    13. Learning Outcomes • Articulate what students should be able to know or do upon completion of a sequence of learning • Use active verbs to make clear the intended level of learning (analysis, synthesis, evaluation) • Aligned with course assessments • Example: “Students will be able to apply two or more literary theories to a new text”

    14. Tasks • Activities or exercises designed to: • develop knowledge and skills • build student confidence and capacity to achieve learning outcomes/perform on assessments • provide formative feedback

    15. SP101

    16. The SMART Principle

    17. Bloom’s Taxonomy Source: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

    18. Using Taxonomies for Scaffolding • Before we can understand a concept we have to remember it • Before we can apply the concept we must understand it • Before we analyse it we must be able to apply it • Before we can evaluate its impact we must have analysed it • Before we can create we must have remembered, understood, applied, analysed, and evaluated Source: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

    19. An Outcomes Checklist • Start with an action verb • Written in language a student could understand • Does not dictate curriculum content • Target different types of learning or levels of cognition • Describe a performance that is: • Realistic? • Observable? • Measureable?

    20. Application • Draft two (or more) learning outcomes for your course utilizing the SMART principle • Share your outcomes with a colleague for feedback • Consider how you will teach, practice and assess your outcomes

    21. References • Ambrose, S.A. et al. (2010). How learning works. San Francisco, CA: Jossey-Bass. • Carroll, L. (1971). Alice in wonderland. (1st edition). New York: W. W. Norton. • Churches, A. (2010). Bloom’s digital taxonomy. Retrieved from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy • Teaching and Learning Services. (2003). Concept map of course design and teaching process [Animated PPT slide]. Montreal, Quebec: Teaching and Learning Services, McGill University. • Waller, K.V. (2008). Writing instructional objectives. Retrieved from http://www.naacls.org/docs/announcement/writing-objectives.pdf