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“ITU Seminar on Teaching & Learning ”

“ITU Seminar on Teaching & Learning ”. IT University of Copenhagen ((( Oct 31, 2008 ))). “Intro to Constructive Alignment & The SOLO Taxonomy ”. – Theory & Practice –. IT University of Copenhagen ((( Oct 31, 2008 ))). Agenda ( Morning: Theory ).

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“ITU Seminar on Teaching & Learning ”

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  1. “ITU Seminar on Teaching & Learning” IT University of Copenhagen ((( Oct 31, 2008 )))

  2. “Intro to Constructive Alignment& The SOLO Taxonomy” – Theory & Practice – IT University of Copenhagen ((( Oct 31, 2008 )))

  3. Agenda (Morning: Theory) • Welcome & Presentation of Programme: • by Mads Tofte & Claus Brabrand 10:00 (15’) • Introduction to Theories of Teaching & Learning: • “Constructive Alignment & The SOLO Taxonomy” 10:15 (45’) --- 15’ break --- 11:15 • From Theory to Practice: • “From Content to Competence” (45’) 12:00 • Lunch: • 1h Lunch at Scroll Bar (60’) 13:00 • Group Exercise I(“heterogeneous groups”): • “Discussion of Theory in Practice” (60’) --- 15’ break --- 14:15 … Outcomes of Exercise I (main issues) !?! ?! (15’)

  4. Agenda (Afternoon: Practice) • Course Descriptions: • “Good advice on how to write course descriptions” 14:30 (30’) --- 15’ break --- • Group Exercise II (“homogeneous groups”): • “Application of Theory in Practice” 15:15 + short breaks (1h45’) --- 15’ break --- • Outcomes of Exercise II: • Group Outcomes 17:15 (25’) 17:40 Tips’n’Tricks ! ? (20’) 18:00 • Dinner: • 3 Course Dinner at Canteen (Upstairs) ??:?? • Bar: • Friday bar at “Scroll Bar” …

  5. Agenda (Morning) • Welcome & Presentation of Programme: • by Mads Tofte & Claus Brabrand 10:00 (15’) • Introduction to Teaching & Learning: • “Constructive Alignment & The SOLO Taxonomy” 10:15 (45’) --- 15’ break --- 11:15 • From Theory to Practice: • “From Content to Competence” (45’) 12:00 • Lunch: • “One hour lunch break” (60’) 13:00 • Group Exercise I (“heterogeneous groups”): • “Discussion of Theory in Practice” (60’) --- 15’ break --- 14:15 … Outcomes of Exercise I (main issues) !?! ?! (15’)

  6. T First: Exercise • Before we start; “Focus exercise”: 1) Consider question: 2) Write answer on Post-It 3) "what is good teaching?" 3) Swap Post-its… Just Keep Swapping…

  7. Introduction to…: • Constructive Alignment & SOLO Taxonomy: John Biggs’ world famous ”Bible of Teaching & Learning”: “Teaching for Quality Learning at University - What the student does” (see compendium in ”registration bag” p.1 – 55 + paper) “Teaching Teaching & Understanding Understanding” 19 min award-winning short-film on Teaching & Learning (available on DVD in 7 languages, epilogue by John Biggs)

  8. T Exercise • Buzz Session: 1) Discuss w/ neighbour: 2) Write it on a Post-It 3) SwapPost-Its… "which film messages did you find particularly relevant?" Just Keep Swapping…

  9. Student Motivation • Susan: (”intrinsic motivation”) - wants to…: learn ! • Robert: (”extrinsic motivation”) - to…: pass exams!

  10. Constructivism • ”Transmission is Dead…” : (lectures = ) • Knowledge is…Actively Constructed! ! active teacher & passive students risk

  11. SOLO Taxonomy • Hierarchy for Competences: • Deep learning (not surface) ! 5: generalize, theorize, predict, … 4: explain, analyze, compare, … 3: describe, combine, classify, … 2: recite, identify, calculate, …

  12. Stud Learning Focus • Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’) • Studentactivitation  learning

  13. Alignment • Make explicit ILO’s (Intended Learning Outcomes): • (…and tell this to students) Exam =ILO’s= Teaching

  14. Break (until 11:15) Please put the Post-Its on the wall “Film message(s)?" "What is good teaching?"

  15. Agenda (Morning: Theory) • Welcome & Presentation of Programme: • by Mads Tofte & Claus Brabrand 10:00 (15’) • Introduction to Teaching & Learning: • “Constructive Alignment & The SOLO Taxonomy” 10:15 (45’) --- 15’ break --- 11:15 • From Theory to Practice: • “From Content to Competence” (45’) 12:00 • Lunch: • “One hour lunch break” (60’) 13:00 • Group Exercise I (“heterogeneous groups”): • “Discussion of Theory in Practice” (60’) --- 15’ break --- 14:15 … Outcomes of Exercise I (main issues) !?! ?! (15’)

  16. 1 2 3 From Theory to Practice… From Content to Competence: ”advocate a shift in perspective” Elaborate on SOLO: ”advocate SOLO for competences” New Danish Grade Scale: ”show relation to new grade scale” --- After lunch: --- How to write Course Descriptions: ”concrete advice” AFTER LUNCH

  17. From Content to Competence • “Old way”: my ‘2004 Concurrency’ course descr: • Given in terms of a 'content description': • Essentially: • Goal is...: • To understand: • deadlock • interference • synchronization • ... This is a bad idea for 2 reasons...!

  18. 1) Problem with 'content' as aim • Problem with 'content‘ as learning goals ?!? analyze ... theorize ... analyze systems explain causes define deadlock describe solutions Stud. C • Goal is…: • To understand: • deadlock • interference • synchronization • ... agreement tacit knowledge from research-based tradition (not known by stud.)  name solutions recite conditons Teacher analyze systems explain causes Stud. B BUT, even if it were possible to agree, we know that the exam will dictate the learning anyways. Stud. A Censor

  19. 2) Problem with 'understanding' • Problem with 'understanding'as learning goal ?!? • Goal is…: • To understand: • deadlock • interference • synchronization • ... concept of deadlock ?!  The answer is simple: It cannot be observed (measured) !

  20. Competence:=knowledge + capacity to actupon it 'Competence' as objectives ! • 'Competence' as learning objectives ! • Evaluation = Have the student dosomething, and then observeproduct and/or process • Objective ! • To learn to: • analyze systems for... • explain cause/effects... • prove properties of... • compare methods of... • ... Note:'understanding' is (of course)pre-requisitional (!)  Note': inherently operational (~ verbs) 'SOLO' = Structure of the ObservedLearning Outcome

  21. T Neighbour Discussion Discuss with neighbour: "does this make sense ?!?" (content  competence)

  22. 1 2 3 From Theory to Practice… From Content to Competence: ”advocate a shift in perspective” Elaborate on SOLO: ”advocate SOLO for competences” New Danish Grade Scale: ”show relation to new grade scale” --- After lunch: --- How to write Course Descriptions: ”concrete advice” AFTER LUNCH

  23. SOLO 5  to generalize  to hypothesize to theorize  ... "extended abstract" to relate  to compare  to analyze  ... SOLO 4 "relational" to classify  to combine  to enumerate  ... SOLO 3 "multi-structural" to identify  to do procedure  to recite  ... SOLO 2 "uni-structural" no understanding  irrelevant information misses point  ... SOLO 1 "pre-structural" Advantages of 'SOLO' • Advantages of 'SOLO': • Constructed for research-based university teaching • Converges on research (at SOLO 5) Production of new knowledge

  24. 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' R1 Q R2 R3 SOLO (elaborated) QUALITATIVE QUANTITATIVE 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) • …

  25. Common SOLO Competences From a study of 632x courses at NAT/(AU+SDU)

  26. Concurrency: analyze for deadlock compare models T Post-It exercise Write down 1-2 key competences (i.e., verbs) (for your course)

  27. 1 2 3 From Theory to Practice… From Content to Competence: ”advocate a shift in perspective” Elaborate on SOLO: ”advocate SOLO for competences” New Danish Grade Scale: ”show relation to new grade scale” --- After lunch: --- How to write Course Descriptions: ”concrete advice” AFTER LUNCH

  28. “The Danish 7 Step 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

  29. Intended Learning Outcomes ! • Consequence: • Every course has to explicitly define…: Intended Learning Outcomes (!)

  30. Agenda (Morning: Theory) • Welcome & Presentation of Programme: • by Mads Tofte & Claus Brabrand 10:00 (15’) • Introduction to Teaching & Learning: • “Constructive Alignment & The SOLO Taxonomy” 10:15 (45’) --- 15’ break --- 11:15 • From Theory to Practice: • “From Content to Competence” (45’) 12:00 • Lunch: • “One hour lunch break” (60’) 13:00 • Group Exercise I (“heterogeneous groups”): • “Discussion of Theory in Practice” (60’) --- 15’ break --- 14:15 … Outcomes of Exercise I (main issues) !?! ?! (15’)

  31. T AFTER LUNCH… Note: Groups are in the programme • Group Exercise (in ”heterogeneous groups”): Discuss how ‘main messages’of the film relate to your ownteaching (given or received).

  32. Agenda (Morning: Theory) • Welcome & Presentation of Programme: • by Mads Tofte & Claus Brabrand 10:00 (15’) • Introduction to Teaching & Learning: • “Constructive Alignment & The SOLO Taxonomy” 10:15 (45’) --- 15’ break --- 11:15 • From Theory to Practice: • “From Content to Competence” (45’) 12:00 • Lunch: • “One hour lunch break” (60’) 13:00 • Group Exercise I (“heterogeneous groups”): • “Discussion of Theory in Practice” (60’) --- 15’ break --- 14:15 … Outcomes of Exercise I (main issues) !?! ?! (15’)

  33. Concurrency: analyze for deadlock compare models LUNCH! (in ScrollBar) Please put the Post-Its on the wall After Lunch: Heterogeneous group exercise “Key competences for your course”?

  34. Agenda (Morning: Theory) • Welcome & Presentation of Programme: • by Mads Tofte & Claus Brabrand 10:00 (15’) • Introduction to Teaching & Learning: • “Constructive Alignment & The SOLO Taxonomy” 10:15 (45’) --- 15’ break --- 11:15 • From Theory to Practice: • “From Content to Competence” (45’) 12:00 • Lunch: • “One hour lunch break” (60’) 13:00 • Group Exercise I (“heterogeneous groups”): • “Discussion of Theory in Practice” (60’) --- 15’ break --- 14:15 … Outcomes of Exercise I (main issues) !?! ?! (15’)

  35. T Group Exercise Note: Groups are in the programme • Group Exercise (in ”heterogeneous groups”): Discuss how ‘main messages’of the film relate to your ownteaching (given or received).

  36. Agenda (Morning: Theory) • Welcome & Presentation of Programme: • by Mads Tofte & Claus Brabrand 10:00 (15’) • Introduction to Teaching & Learning: • “Constructive Alignment & The SOLO Taxonomy” 10:15 (45’) --- 15’ break --- 11:15 • From Theory to Practice: • “From Content to Competence” (45’) 12:00 • Lunch: • “One hour lunch break” (60’) 13:00 • Group Exercise I (“heterogeneous groups”): • “Discussion of Theory in Practice” (60’) --- 15’ break --- 14:15 … Outcomes of Exercise I (main issues) !?! ?! (15’)

  37. Afternoon Practice

  38. Agenda (Afternoon: Practice) • Course Descriptions: • “Good advice on how to write course descriptions” 14:30 (30’) --- 15’ break --- • Group Exercise II (“homogeneous groups”): • “Application of Theory in Practice” 15:15 + short breaks (1h45’) --- 15’ break --- • Outcomes of Exercise II: • Group Presentations 17:15 (25’) 17:40 Tips’n’Tricks ! ? 18:00 (20’) 18:00 • Dinner: • 3 Course Dinner at Canteen ??:?? • Bar: • Friday bar at “Scroll Bar” …

  39. Example: Genetics 101 (at AU) • Old course description: • New course description: Purpose: To give the students a basic understanding of the fundamental laws of genetics and populational genetics and elementary knowledge of…: Content: - evolution, selection, mutation,variation, in-breeding, equibrilia, recombinations, … After the course, the students are expected to be able to: locategenes on chromosomes dosimple calculations: (eg, recombination frequencies, evolutionary equilibria, ..) describe and performconnexion-analysis describe fundamental genetic concepts: (e.g., mutation, variation, selection, …) describeand analyzesimple inheritancies analyzeinheritance of multiple genes simultaneously

  40. 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 4)Avoid 'understanding-goals': "Tounderstand X", "Befamiliar with Y", "Have a notion of Z", ...! V N 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 sub-goals as 'bullets': Clearer than text N V

  41. Another Example: Semantics • Applicable to all courses: • ”Quantum Mechanics 101” • ”History of Asian Vending Machines” • ”Cultural Implications of Pipe-Smoking in 19th Century Khazahkstan” • … • Old course description: • New course description: Purpose: To give the students an understanding of : - transition systems, big-step vs. small-step semantics, side-effects, laziness, termination, types, static semantics, dynamic semantics, equivalence, bisimulation, environment-store-model, and structural induction. • After the course, the students are expected to be able to: • describe the meaning of a wide range of programming constructs • explainfundamental concepts, techniques, and results within semantics (…) • analyzethe meaning of a wide range of programming constructs • comparesemantic descriptions • reason aboutsemantic descriptions • proveconsequences of semantic descriptions • implementsemantic descriptions (in familiar programming languages)

  42. Alignment Implementation Process • Process(course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2)Operationalize these goals: and express them as intended learning outcomes alignment learning incentive learning support 3)Choosecarefully the form(s) of examination (~ intended learning outcomes) 4)Choosecarefully the form(s) of teaching (~ intended learning outcomes)

  43. Starting Point • Content description (Concurrency '04+'05): What is the overall goal of the course...? (what are the students to learn) “think big picture”

  44. Overall Course Philosophy • Example: ‘Concurrency’ • Philosophy: “Model-Based Designfor Concurrency”:

  45. Implementation Process • Process(course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2)Operationalize these goals: and express them as intended learning outcomes alignment 3)Choosecarefully the form(s) of examination (~ intended learning outcomes) 4)Choosecarefully the form(s) of teaching (~ intended learning outcomes)

  46. #2 #1 . #3 . S M . I Model-based design for Concurrency Learning Goals • Intended Learning Outcomes(based on The SOLO Taxonomy): Note:explicitly included as a non-goal 

  47. ILO’s: • construct models • apply methods • relate specsmodels • test models • define properties • verify models~props • analyze models • compare models • implement models • relate models~impl Alignment Impl. • Process(course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2)Operationalize these goals: and express them as intended learning outcomes alignment learning incentive 3)Choosecarefully the form(s) of examination (~ intended learning outcomes) 4)Choosecarefully the form(s) of teaching (~ intended learning outcomes)

  48. ILO’s: • construct models • apply methods • relate specsmodels • test models • define properties • verify models~props • analyze models • compare models • implement models • relate models~impl Alignment Impl. • Process(course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2)Operationalize these goals: and express them as intended learning outcomes alignment learning incentive learning support 3)Choosecarefully the form(s) of examination (~ intended learning outcomes) 4)Choosecarefully the form(s) of teaching (~ intended learning outcomes)

  49. ILO’s: • construct models • apply methods • relate specsmodels • test models • define properties • verify models~props • analyze models • compare models • implement models • relate models~impl Alignment Impl. • Process(course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2)Operationalize these goals: and express them as intended learning outcomes alignment learning incentive learning support 3)Choosecarefully the form(s) of examination (~ intended learning outcomes) 4)Choosecarefully the form(s) of teaching (~ intended learning outcomes) Think of teaching activities as ”training for exam”

  50. On the Role of the Exam "To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning" -- John Biggs (2003) Exam is a "necessary evil" From: “Conceptual change” Exam is a powerful motivational & learning- guiding pedagogical tool (for the teacher)!!! To:

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