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ITU Seminar on Teaching & Learning

ITU Seminar on Teaching & Learning. ITU Teaching & Learning Seminar: Teaching/Learning Activities. Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark. ( 09:00 – 10:00 ). Introduction to :.

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ITU Seminar on Teaching & Learning

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  1. ITU Seminar onTeaching & Learning ITU Teaching & Learning Seminar: Teaching/Learning Activities Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark ( 09:00 – 10:00 )

  2. Introduction to: Constructive Alignment and Intended Learning Outcomes ITU Teaching & Learning Seminar: Teaching/Learning Activities Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark ( 09:00 – 10:00 )

  3. T Exercise: "What is good teaching?"

  4. Outline • 1) Introduction • Constructive Alignment • The SOLO Taxonomy • 2) From Content to Competence • Advocate a shift in perspective • Elaborate The SOLO Taxonomy • 3) Intended Learning Outcomes • How to use Intended Learning Outcomes • Relation to new Danish Grading Scale

  5. Introduction to…: • Constructive Alignment & SOLO Taxonomy: John Biggs’ popular and heavily cited book: “Teaching for Quality Learning at University - What the student does” Note: 3rd Edition now available [J.Biggs & C.Tang, 2009] “Teaching Teaching & Understanding Understanding” 19 min award-winning short-film on Constructive Alignment (available on DVD in 7 languages, epilogue by John Biggs)

  6. T Neighbour Discussion: "What are the film'smain messages (in your opinion)"?

  7. Outline • 1) Introduction • Constructive Alignment • The SOLO Taxonomy • 2) From Content to Competence • Advocate a shift in perspective • Elaborate The SOLO Taxonomy • 3) Intended Learning Outcomes • How to use Intended Learning Outcomes • Relation to new Danish Grading Scale

  8. From Content to Competence • My old course descriptions (Concurrency 2004): • Given in terms of a 'content description': • Essentially: • Goal is…: • To understand: • deadlock • interference • synchronization • ... This is a bad idea for two reasons...!

  9. Problem 1 ! • Problem with 'content' as goals ! analyse ... compare ... analyze systems explain causes define deadlock describe solutions agreement Stud. C • Goal is…: • To understand: • deadlock • interference • synchronization • ... tacit knowledge from a research-based tradition not known by student Teacher name solutions recite conditons analyze systems explain causes Stud. B  Stud. A Censor

  10. Problem 2 ! • Problem with 'understanding' as goals ! • Goal is…: • To understand: • deadlock • interference • synchronization • ... 'concept of deadlock' ?!  The answer is simple: It cannot be observed !

  11. Competence ! • 'Competence' as goals ! Competence:= knowledge+ capacity to actupon it Have the student dosomething; and then "observe" the product and/or process • Objective ! • To learn how to: • analyze systems for... • explain cause/effects... • prove properties of... • compare methods of... • ... Note: 'understanding' is of coursepre-requisitional !  Note':inherently operational (~ verbs) 'SOLO' = Structure of the ObservedLearning Outcome

  12. SOLO Advantages • Advantages of The SOLO Taxonomy: • Linear hierarchical structure • Aimed at evaluating student learning • Converges on research(at SOLO 5) Research:Production ofnewknowledge

  13. Note: the list is non-exhaustive Graphic Legend problem / question / cue known related issue - given! hypothetical related issue - not given! student response Q R R Q R Q R Q Q R R' SOLO (elaborated) QUANTITATIVE QUALITATIVE QUALITATIVE SOLO 2 ”uni-structural” SOLO 3 “multi-structural” SOLO 4 “relational” SOLO 5 “extended abstract” • define • identify • count • name • recite • paraphrase • follow (simple)instructions • … • combine • structure • describe • classify • enumerate • list • do algorithm • apply method • … • analyze • compare • contrast • integrate • relate • explain causes • apply theory (to its domain) • … • theorize • generalize • hypothesize • predict • judge • reflect • transfer theory (to new domain) • …

  14. Outline • 1) Introduction • Constructive Alignment • The SOLO Taxonomy • 2) From Content to Competence • Advocate a shift in perspective • Elaborate The SOLO Taxonomy • 3) Intended Learning Outcomes • How to use Intended Learning Outcomes • Relation to new Danish Grading Scale

  15. Concrete Recommendations (4x) 1) Use 'standard formulation': a) puts learning focus on the student b) competence formulation: "to be able to" Intended Learning Outcomes [Genetics 101] After the course, the students are expected to be able to: locategenes on chromosomes dosimple calculations : (e.g., recombination frequencies, in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria). describe and performconnexion-analysis describe fundamental genetic concepts : (e.g., mutation variation, in-breeding, natural selection). describeand analyzesimple inheritancies analyzeinheritance of multiple genes simultaneously V N 4)Avoid 'understanding-goals': "Tounderstand X", "Befamiliar with Y", "Have a notion of Z", ...! N V N V V N V N V V N V 3) Use 'Verb + Noun' formulation: What the student is expected to dowith a given matter . 2) List ILO's as 'bullets': Clearer than text Student "learning checklist" Use to design Teaching/Learning Activities (TLA's) Use to design Assessment Tasks (AT's) N V

  16. The Danish Grade Scale For an excellent performance which completelymeets the course objectives, with no or only a few insignificant weaknesses. 12 A Excellent For a very good performance which meets the course objectives, with only minor weaknesses 10 B Very good Grade := Degree of realizationof course objectives! For a good performance which meets the course objectives but also displays some weaknesses 7 C Good For a fair performance which adequately meets the course objectivesbut also displays several major weaknesses 4 D Fair 02 E Adequate For a sufficient performance which barely meets the course objectives 00 Fx Inadequate For an insufficient performance which does not meet the course objectives -3 F For a performance which is unacceptablein all respects Unacceptable

  17. T Activation Exercise What are key ILO'sin YOUR course ? Concurrency: analyze systems compare models

  18. R Q R' Questions... Cognitive processes My research and teaching Course descriptions "understanding" content  competence Association new ~ old The SOLO Taxonomy 'TLA' Teaching / Learning Activities Teacher models levels 1 - 2 - 3 The Short-Film The Book Susan & Robert ? Student activation Tips'n'Tricks CS v. NAT v. MAT recite generalize 15% programming Students at University "What is good teaching?" Constructive Alignment John Biggs Top Competences

  19. From Intended Learning Outcomes to Teaching/Learning Activities ITU Teaching/Learning Seminar: Teaching/Learning Activities Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark ( 10:30 – 10:45 )

  20. From ILO's to TLA's ITU Teaching/Learning Seminar: Teaching/Learning Activities Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark ( 10:30 – 10:45 )

  21. Summary from Last Year Constructive Alignment and Intended Learning Outcomes

  22. Intended Learning Outcomes • From content: • ...to competence: • Intended Learning Outcomes(using verbsfrom The SOLO Taxonomy)  name recite analyze explain • Goal: understand: • deadlock • interference • synchronization • ...  vs. Teacher Understanding?!? Student ILO's: analyze... explain... compare ... apply ... Have the student dosomething; and then "observe" product and/or process 

  23. Constructive Alignment • Make explicit ILO's ( ) • (…and tell this to students) Intended Learning Outcomes = ILO's= Teaching LearningActivities Assessment vs. SUSAN: intrinsically motivated ROBERT: extrinsically motivated

  24. The Implementation Process 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2)Operationalize these goals: and express them as (SOLO) intended learning outcomes alignment learning support learning incentive 3)Carefully design (TLA's): teaching/learning actitivites (intended learning outcomes) 4)Carefully design (AT's): assessment tasks (intended learning outcomes) More information on implementing alignment: [ http://www1.itu.dk/sw79909.asp ]

  25. Teaching/Learning Activities General issues

  26. Teacher activity: Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question Lecture (about Application) vs. active teacher [ Biggs & Tang 2007, p.137 ] vs. passive student

  27. Lecture functional knowledge teacher centric student centric Lecture declarative knowledge

  28. Student Activation "The (in-famous) Learning Pyramid": Average retention rate 5% Lecture Listening: Learning about passive student 10% Reading 20% Audiovisual student activation 30% Demonstration active student 50% Discussion group 75% Practice by doing Doing: Learning to do 80% Teaching others [ NTL Institute for Applied Behavioral Science, Bethel, Maine ]

  29. Learning(about): about application about cooking about programming about designing about analysis about construction about relating ... Learning (to do): to apply to cook to program to design to analyse to construct to relate ... Listening vs.Doing studentlistening (to something about something) vs. student doing !!

  30. Main Point !!! • Given(carefully chosen): ILO's: analyze ... explain... compare ... apply... student-centric Design TLA's=ILO's FOCUS TODAY! Note: there is a workshop on this later today (17:35 - 18:20)

  31. Thank you ! Have a great seminar !

  32. WORKSHOP: Aligning your TLA'swith your ILO's ITU Teaching/Learning Seminar: Teaching/Learning Activities Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, IT University of Copenhagen Denmark ( 17:35 – 18:20 )

  33. The Implementation Process [ http://itucph.onconfluence.com/display/ILU/Study+programme+development ] 1) Think carefully about: overall goal of course (what are the stud. to learn?) ILO's: analyze systems for properties (e.g. deadlock) compare models of systems (wrt. behavior) 2)Operationalize these goals: and express them as (SOLO) intended learning outcomes alignment learning support learning incentive 3)Carefully design (TLA's): teaching/learning actitivites (intended learning outcomes) 4)Carefully design (AT's): assessment tasks (intended learning outcomes)

  34. Workshop (groups of 3) 5' 1) Pair up (groups of 3) and choose 1-2 key ILO'sfrom your courses: • (e.g., 'to program', 'to design', 'to construct', 'to analyse', 'to relate', 'to compare', ...) 2)Design a student-centric TLAfor those key ILO's • (relating today's material to your teaching) 3) Pair up with another group andexplain your TLA • (just explain the main points and the student-centricity) 30' 2x5' Exercise on "Teaching/Learning Activities" (From ILO's to TLA's) ITU, Nov 20, 2009

  35. BONUS SLIDES - = -

  36. Key References • ”Teaching for Quality Learning at University”John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill. • ”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982 • ”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Aarhus University, 2006 • "Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics"Claus Brabrand & Bettina DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007

  37. Common SOLO Competences From a study of 632x courses at NAT/(AU+SDU) ie. science context

  38. The BLOOM Taxonomy (1956) • The BLOOM Taxonomy: Analysis Synthesis Evaluation SOLO 4+5 Qualitative Application Comprehension Quantitative SOLO 2+3 Knowledge ” ”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item” -- (Biggs & Collis, 1982)

  39. Constructive Alignment TLA's (Teaching/LearningActivities) Designed to meet ILO's ILO's (Intended Learning Outcomes) Explicitly definedand communicated AT's (AssessmentTasks) Designed to assess ILO's learning incentive learning support

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