Aims Intentions Goals Objectives Outcomes and Competencies 1

Aims, Intentions, Goals, Objectives, Outcomes, and Competencies 1

Making Sense of all the Terms 2

Aims Learning Outcomes Competencies 3

What do you think Aims and Outcomes are and why are they important? Talk in your teams and try to come up with a definition for each and why they might be important 4

Teaching and Learning Activities Assessment Strategies Aims Learning Outcomes Competencies Fink’s Significant Learning Integrated Course Design 5

Bologna and Accreditors 6

Aims are expressed from the viewpoint of the teacher – what the teacher is trying to achieve. This is your opportunity to really express your hopes, dreams, and aspirations. Aims can be more vague and aspirational then learning outcomes. 7

Aims The aims of this module is…… • • • to raise awareness of… to foster curiosity about… to develop skills necessary for… to help participants towards… to lead to an appreciation of… to encourage commitment to… to develop interest in… to improve efficiency in… to enhance skill in… 8

The aim of this section is to foster an appreciation of the benefits of aims and develop skills in writing them. 9

Aims Writing Activity 10

Aims Activity Debrief 11

Benjamin Bloom 12

Benjamin Bloom Cognitive, Affective, and Psychomotor Domains 13

Cognitive Domain (1956) Create Evaluate Analyze Apply Understand Remember 14

Affective Domain (1973) Acting on Values Organization Valuing Responding Receiving 15

Psychomotor Domain (1972) Adapting Practicing Imitating Observing 16

Bloom’s Level Matching Activity 17

Introduction to Learning Outcomes 18

Robert Mager 3 component Objectives Outcomes Observable and Assessable 19

Robert Mager • Action verb – What will the learner be doing? • Condition – What conditions will you impose? • Criteria – How will you recognize success? 20

Write a business letter, Condition in 20 minutes, Criteria with less than 3 errors Action Verb 21

ABCD model • Audience • Behaviour • Condition • Degree 22

CGiven a standard sentence, the A English 101 student should be able B to identify the noun and verb D without error. Audience Behavior Condition Degree 23

C Given an assortment of EMS equipment to pick from, the B A paramedic should be able to identify all of the equipment necessary to perform rapid sequence intubation D without error. Audience Behavior Condition Degree 24

Program, Course, and Module Outcomes 25

At the end of this module participants will be able to: • Appreciate the benefits of creating learning outcomes for a module • List four elements of a well designed learning outcome • Recognize these elements in an example 26

Learning Outcomes Writing Activity 27

Learning Outcomes Writing Activity Debrief 28

Some difficulties with Learning Outcomes 29

Why creating Learning Outcomes is worth your time and effort 30

Lunch 31

Competencies 32

Discussion Question: What do competencies mean to you? Create a 2 -3 sentence definition (10 minutes) 33

Competency represent a combination of attributes (with respect to knowledge and its application, skills, responsibilities, and attitudes) and are used describe the level or extent to which a person is capable of performing them. From Introducing Bologna Objectives and Tools 34

Accreditors not just interested in Competencies – but whole system that develops and assesses them 35

Outcomes assessment process in plain language: • Define Learning Outcomes • Align curricula with Learning Outcomes • Figure out how to measure Outcomes • Measure, analyze and disseminate • Create a continuous improvement plan Based on AACSB 36

Generic Set of Competencies • Knowledge base • Disciplinary techniques • Critical Thinking/Problem Solving • Ethics and Professionalism • Teams • Communication • World view • Life-long Learning 37

Knowledge base • Individuals – List 5 things you expect students to know at the end of your course. How are you currently assessing that they know these things • Teams – compare lists and strategies for assessment – Are there other ways we could measure knowledge? • Whole Group – Discussion about assessing knowledge base, list strategies that people are commonly using 38

Disciplinary techniques • Individuals – List some of the major techniques that are unique to your discipline. Think of what an expert in the discipline routinely does – the kinds of questions and problems they are ask to solve and how they do it. How are you developing these skills in your students and how are you assessing them? • Team – do some comparison of techniques and assessment strategies? • Whole Group – Discussion about disciplinary techniques, list some of the strategies that people are commonly using 39

Critical Thinking/Problem Solving • Teams – What is it Critical Thinking? How is Problem Solving different than CT? How is it the same? How can we develop it and assess it? • Whole Class – Debrief 40

Ethics and Professionalism • Teams - one sentence definition for each • Teams - How do we develop it in our students and how can we assess it? • Whole Class – Debrief 41

Working in Teams • Teams – short list – what does teamwork mean to you and what does it mean to accreditors? Is there a difference? How do we develop it in our students and how can we assess it? • Whole Group – Debrief 42

Communication • Teams – What are the hallmarks of effective communication? – short list • Teams - How do we develop it in our students and how can we assess it? What do you think our accreditors looking for? • Whole Group – Debrief 43

World view • Teams – What is important for students to know and do having a broader worldview? Create a short list • Teams - How do we develop it in our students and how can we assess it? • Whole Group – Debrief 44

Life-long Learning • Teams – list of skills and attributes for a successful life-long learner • Teams - How do we develop these skills in our students and how can we assess them? • Whole Group – Debrief 45

Accreditation Stories 46

Close and bridge to tomorrow 47