Department Seminar on Teaching Learning IT University of

“Department Seminar on Teaching & Learning” IT University of Copenhagen ((( May 28, 2008 ))) Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008

“Intro to Constructive Alignment & The SOLO Taxonomy” – Theory & Practice – IT University of Copenhagen ((( May 28, 2008 ))) Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008

Agenda (Morning) 09: 00 Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand 09: 15 Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy” --- 15’ break --- 10: 10 From Theory to Practice: “From Content to Competence” --- 15’ break --- 11: 05 Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice” 12: 00 Lunch: “One hour lunch break” Claus Brabrand “Department Seminar on Teaching & Learning” [3] May 28, 2008

Agenda (Afternoon) 13: 00 Course Descriptions: “Good advice on how to write course descriptions” 13: 30 Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice” 16: 10 + short breaks Short presentations of Good Examples --- short (10’) break --- 16: 40 Poster Session (Tour I + Tour II) + short break --- short (10’) break --18: 20 End Note: by Mads Tofte & Claus Brabrand 18: 30 Dinner + Bar: “Dinner + Bar” Claus Brabrand “Department Seminar on Teaching & Learning” [4] May 28, 2008

Agenda (Morning) 09: 00 Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand 09: 15 Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy” --- 15’ break --- 10: 10 From Theory to Practice: “From Content to Competence” --- 15’ break --- 11: 05 Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice” 12: 00 Lunch: “One hour lunch break” Claus Brabrand “Department Seminar on Teaching & Learning” [5] May 28, 2008

T First: Exercise n Before we start; “Focus exercise”: 1) Write down answer to: "what is good teaching? " 2) Swap Post-Its. . . Claus Brabrand “Department Seminar on Teaching & Learning” [6] May 28, 2008

Teaching & Learning (theory) n 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 your ”registration bag” + paper) “Teaching & Understanding” 19 minute short-film on Teaching & Learning (available on DVD in 7 languages, epilogue by John Biggs) Claus Brabrand “Department Seminar on Teaching & Learning” [7] May 28, 2008

T Exercise n Buzz Session: 1) Discuss w/ neighbour: "which of the messages of the film did you find particularly relevant ? " 2) Write it on a Post-It 3) Swap Post-Its… Claus Brabrand “Department Seminar on Teaching & Learning” [8] May 28, 2008

Alignment Make explicit ILO’s (Intended Learning Outcomes): Exam = ILO’s = Teaching (…and tell this to students) Claus Brabrand “Department Seminar on Teaching & Learning” [9] May 28, 2008

Student Motivation Susan: (”intrinsic motivation”) - wants to…: learn ! Robert: (”extrinsic motivation”) - to…: pass exams ! Claus Brabrand “Department Seminar on Teaching & Learning” [ 10 ] May 28, 2008

Constructivism ”Transmission is Dead…” : ! active teacher & (lectures risk = passive students) Knowledge is… Actively Constructed ! Claus Brabrand “Department Seminar on Teaching & Learning” [ 11 ] May 28, 2008

SOLO Taxonomy Hierarchy for Competences: 5: 4: 3: 2: generalize, theorize, predict, … explain, analyze, compare, … describe, combine, classify, … recite, identify, calculate, … Deep learning (not surface) ! Claus Brabrand “Department Seminar on Teaching & Learning” [ 12 ] May 28, 2008

Stud Learning Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’) Student activitation learning Claus Brabrand “Department Seminar on Teaching & Learning” [ 13 ] May 28, 2008

Break (until 10: 10) Please put the Post-Its on the wall "What is good teaching? " Claus Brabrand “Film message(s)? " “Department Seminar on Teaching & Learning” May 28, 2008

Agenda (Morning) 09: 00 Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand 09: 15 Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy” --- 15’ break --- 10: 10 From Theory to Practice: “From Content to Competence” --- 15’ break --- 11: 05 Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice” 12: 00 Lunch: “One hour lunch break” Claus Brabrand “Department Seminar on Teaching & Learning” [ 15 ] May 28, 2008

From Theory to Practice… From Content to Competence: 1 ”advocate a shift in perspective” Elaborate on SOLO (for Competences): 2 ”advocate SOLO for competences” New Danish Grade Scale: 3 ”show relation to new grade scale” --- After lunch: --AFTER LUNCH Claus Brabrand How to write Course Descriptions: ”concrete advice” “Department Seminar on Teaching & Learning” [ 16 ] May 28, 2008

From Content to Competence n “Old way”: my ‘ 2004 Concurrency’ course descr: n Given in terms of a 'content description': n Essentially: Goal is. . . : To understand: deadlock interference synchronization. . . Claus Brabrand “Department Seminar on Teaching & Learning” This is a bad idea for 2 reasons. . . ! [ 17 ] May 28, 2008

1) Problem with 'content' as aim n Problem with 'content‘ as learning goals ? !? analyze. . . theorize. . . analyze systems explain causes eem agr ent n e edg ditio owl ed tra s t kn. ) taci rch-ba y stud b ea res nown from (not k define deadlock describe solutions Goal is…: Stud. C To understand: deadlock interference synchronization. . . Teacher analyze systems explain causes Stud. B Stud. A Censor Claus Brabrand name solutions recite conditons “Department Seminar on Teaching & Learning” BUT, even if it were possible to agree, we know that the exam will dictate the learning anyways. [ 18 ] May 28, 2008

2) Problem with 'understanding' n Problem with 'understanding' as learning goal ? !? Goal is…: To understand: deadlock interference synchronization. . . concept of deadlock ? ! The answer is simple: It cannot be measured (!) Claus Brabrand “Department Seminar on Teaching & Learning” [ 19 ] May 28, 2008

Competence : = knowledge + capacity to act upon it 'Competence' as objectives ! n 'Competence' as learning objectives ! n Evaluation = Have the student do something, and then measure product 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 Observed Learning Outcome Claus Brabrand “Department Seminar on Teaching & Learning” [ 20 ] May 28, 2008

T Neighbour Discussion Discuss with neighbour: "does this make sense ? !? " (content competence) Claus Brabrand “Department Seminar on Teaching & Learning” [ 21 ] May 28, 2008

From Theory to Practice… From Content to Competence: 1 ”advocate a shift in perspective” Elaborate on SOLO (for Competences): 2 ”advocate SOLO for competences” New Danish Grade Scale: 3 ”relation to new grade scale” --- After lunch: --AFTER LUNCH Claus Brabrand How to write Course Descriptions: ”concrete advice” “Department Seminar on Teaching & Learning” [ 22 ] May 28, 2008

Advantages of 'SOLO' SOLO 5 SOLO 4 SOLO 3 SOLO 2 SOLO 1 n "extended abstract" to generalize to hypothesize to theorize. . . "relational" to relate to compare to analyze. . . "multi-structural" to classify to combine to enumerate. . . "uni-structural" to identify to do procedure to recite. . . "pre-structural" no understanding irrelevant information misses point . . . Production of new knowledge Advantages of 'SOLO': n n Claus Brabrand Constructed for research-based university teaching Converges on research (at SOLO 5) “Department Seminar on Teaching & Learning” [ 23 ] May 28, 2008

Note: the list is non-exhaustive Graphic Legend SOLO (elaborated) QUANTITATIVE SOLO 2 SOLO 3 ”uni-structural” “multi-structural” define identify count name recite paraphrase follow (simple) instructions … Q Claus Brabrand R combine structure describe classify enumerate list do algorithm apply method … Q R 1 R 2 R 3 SOLO 4 “relational” problem / question / cue known related issue - given! hypothetical related issue - not given! R student response Q QUALITATIVE SOLO 5 “extended abstract” analyze compare contrast integrate relate explain causes apply theory (to its domain) … Q “Department Seminar on Teaching & Learning” R theorize generalize hypothesize predict judge reflect transfer theory (to new domain) … R Q R' [ 24 ] May 28, 2008

T Post-It exercise Write down 1 -2 key competences (i. e. , verbs) (for your course) ncy: e r r u c n o C eadlock d r o f e z analy e models r a p m o c Claus Brabrand “Department Seminar on Teaching & Learning” [ 25 ] May 28, 2008

From Theory to Practice… From Content to Competence: 1 ”advocate a shift in perspective” Elaborate on SOLO (for Competences): 2 ”advocate SOLO for competences” New Danish Grade Scale: 3 ”relation to new grade scale” --- After lunch: --AFTER LUNCH Claus Brabrand How to write Course Descriptions: ”concrete advice” “Department Seminar on Teaching & Learning” [ 26 ] May 28, 2008

“The Danish 7 Step Scale” For an excellent performance which completely meets the course objectives, with no or only a few insignificant weaknesses. A For a very good performance which meets the course objectives, with only minor weaknesses n o i t a z i l a e r f Good o ! s e e e v r i g t e c e D j = b : o e e d s r Fairra u o G c of B For a good performance which meets the course objectives but also displays some weaknesses C For a fair performance which adequately meets the course objectives but also displays several major weaknesses D 02 Adequate For a sufficient performance which barely meets the course objectives E 00 Inadequate For an insufficient performance which does not meet the course objectives Fx -3 Unacceptable For a performance which is unacceptable in all respects F 12 Excellent 10 7 4 Very good Claus Brabrand “Department Seminar on Teaching & Learning” [ 27 ] May 28, 2008

Intended Learning Outcomes ! n Consequence: n Claus Brabrand Every course has to explicitly define…: Intended Learning Outcomes (!) “Department Seminar on Teaching & Learning” [ 28 ] May 28, 2008

Break (until 11: 05) Please put the Post-Its on the wall ncy: Concurre lock for dead analyze ls e mod compare “Key competences for your course”? Claus Brabrand After break: Heterogeneous group exerc (meet here for instructions) “Department Seminar on Teaching & Learning” May 28, 2008

Agenda (Morning) 09: 00 Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand 09: 15 Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy” --- 15’ break --- 10: 10 From Theory to Practice: “From Content to Competence” --- 15’ break --- 11: 05 Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice” 12: 00 Lunch: “One hour lunch break” Claus Brabrand “Department Seminar on Teaching & Learning” [ 30 ] May 28, 2008

Group Exercise n T Note: Groups are in the programme Group Exercise (in ”heterogeneous groups”): Discuss how ‘main messages’ of the film relate to your own teaching (either given/received) Claus Brabrand “Department Seminar on Teaching & Learning” [ 31 ] May 28, 2008

LUNCH! We resume here at 13: 00 Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008

Agenda (Afternoon) 13: 00 Course Descriptions: “Good advice” & “How to…” 13: 30 Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice” 16: 10 + short breaks Short presentations of Good Examples --- short (10’) break --- 16: 40 Poster Session (Tour I + Tour II) + short break --- short (10’) break --18: 20 End Note: by Mads Tofte & Claus Brabrand 18: 30 Dinner + Bar: “Dinner + Bar” Claus Brabrand “Department Seminar on Teaching & Learning” [ 33 ] May 28, 2008

Example: Genetics 101 (at AU) n Old 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, … n New course description: After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations: (eg, recombination frequencies, evolutionary equilibria, . . ) describe and perform connexion-analysis describe fundamental genetic concepts: (e. g. , mutation, variation, selection, …) describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously Claus Brabrand “Department Seminar on Teaching & Learning” [ 34 ] May 28, 2008

Concrete Recommendations (4 x) Intended Learning ulation': 1) Use 'standard form on the student a) puts learning focus o be able to" "t n: io at ul rm fo e nc te Outcomes [Genetics 101] b) compe After the course, the students are expected to be able to: locate V genes. N on chromosomes 4) Avoid 'understanding-goals': do V simple calculations N: (e. g. , recombination"To frequencies, understand X", in-breeding coefficients, Hardy-Weinberg, "Be familiar with Y", evolutionary equilibria). "Have a notion of Z", . . . ! describe V and perform V connexion-analysis N describe V fundamental genetic concepts N : (e. g. , mutation variation, in-breeding, natural selection). describe V and analyze V simple inheritancies N analyze V inheritance N of multiple genes simultaneously 2) List sub-goals as 'bullets': Clearer than text Claus Brabrand 3) Use 'Verb + Noun' formulation: What the student is expected to do V with a given matter N. “Department Seminar on Teaching & Learning” [ 35 ] May 28, 2008

Another Example: Semantics s: n Old course description: course Applicable to all 101” hanics ”Quantum Mec ry of Dancing” to is H & s c ti e th ”Aes ck Birds” lo F f o s rn e tt a P ”Migration 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. n New course description: After the course, the students are expected to be able to: describe the meaning of a wide range of programming constructs explain fundamental concepts, techniques, and results within semantics (…) analyze the meaning of a wide range of programming constructs compare semantic descriptions reason about semantic descriptions prove consequences of semantic descriptions implement semantic descriptions (in familiar programming languages) Claus Brabrand “Department Seminar on Teaching & Learning” [ 36 ] May 28, 2008

Alignment Implementation 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 learning incentive 3) Choose carefully the form(s) of examination (~ intended learning outcomes) Claus Brabrand alignment learning support 4) Choose carefully the form(s) of teaching (~ intended learning outcomes) “Department Seminar on Teaching & Learning” [ 37 ] May 28, 2008

Starting Point n Content description (Concurrency '04+'05): What is the overall goal of the course. . . ? (what are the students to learn) “think big picture” Claus Brabrand “Department Seminar on Teaching & Learning” [ 38 ] May 28, 2008

Overall Course Philosophy n Example: ‘Concurrency’ n Claus Brabrand Philosophy: “Model-Based Design for Concurrency”: “Department Seminar on Teaching & Learning” [ 39 ] May 28, 2008

Implementation 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) Choose carefully the form(s) of examination (~ intended learning outcomes) Claus Brabrand 4) Choose carefully the form(s) of teaching (~ intended learning outcomes) “Department Seminar on Teaching & Learning” [ 40 ] May 28, 2008

Learning Goals #2 #1 . S . #3 M . I n ed desig odel-bas M n Intended Learning Outcomes (based on The SOLO Taxonomy): urrency for Conc Note: explicitly included as a non-goal Claus Brabrand “Department Seminar on Teaching & Learning” [ 41 ] May 28, 2008

Alignment Impl. n Process (course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn? ) 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 2) Operationalize these goals: and express them as intended learning outcomes alignment learning incentive 3) Choose carefully the form(s) of examination (~ intended learning outcomes) Claus Brabrand 4) Choose carefully the form(s) of teaching (~ intended learning outcomes) “Department Seminar on Teaching & Learning” [ 42 ] May 28, 2008

On the Role of the Exam n "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) From: Exam is a "necessary evil" “Conceptual change” To: Claus Brabrand Exam is a powerful motivational & learningguiding pedagogical tool (for the teacher) !!! “Department Seminar on Teaching & Learning” [ 43 ] May 28, 2008

Alignment Impl. n Process (course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn? ) 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 2) Operationalize these goals: and express them as intended learning outcomes alignment 3) Choose carefully the form(s) of examination (~ intended learning outcomes) Claus Brabrand learning support 4) Choose carefully the form(s) of teaching (~ intended learning outcomes) “Department Seminar on Teaching & Learning” [ 44 ] May 28, 2008

x x Questions? R My research R’ and teaching Cogn R’’ ition s n iatio Assoc ing" "understand ce old new ~ SOLO Analyses tructu res Intended learning ou tcomes (ILO) mpeten content co The SOLO T axonomy 'TLA' els Student mod t er Susan & Rob models Teacher - 2 - 3 levels 1 Teaching/Learn . S ing Activities The Short-Film . M . I 'The Book' Model-based design for Concurren cy Experiences Student activ ation Pre vs. Post n atisfactio S analyze explain Students at Uni ? " ng? at i "Wh s chi d tea goo Claus Brabrand s John Bigg Exam Constructive Alignment Tips'n'Tricks ? ? ? “Department Seminar on Teaching & Learning” [ 45 ] May 28, 2008

Tips'n'Tricks (activation) n Neighbour discussions: n Post-It exercise: focus: zoom in anonymous (!) swap'able everyone will engage empathetic control shared knowledge pool more questions (students dare ask them) better questions (students had a chance to discuss) [Phil Race] 1 -2 min timeout Form variation: n lecturing blended with in-class activation exercises Claus Brabrand Frequent breaks: pulse reader measurements: n “Department Seminar on Teaching & Learning” [ 46 ] May 28, 2008

Tips'n'Tricks (cont'd) n Use many examples: (build on student pre-knowledge) NEW n vs. Explicit structure: 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww self evident to you [ teacher ] not to a learner [ student ] (esp. during learning process) OLD "Less-is-more": analyze compare relate n n Student 'recap' at end: common deadlock, uncommon deadlock, A-synchronization, Bsynchronization, hand-shake, multi-party synchronization, multi-party hand-shake, binary semaphores, generalized semaphores, blocking semaphores, recursive locks, . . . now after 1 day after 1 week after 2 weeks after 3 weeks Emphasize depth over breadth (coverage) Claus Brabrand “Department Seminar on Teaching & Learning” [ 47 ] May 28, 2008

Now, please: "3 -minute recap" n Please spend 3' on thinking about and writing down the most important points from the talk – now!: Immediately After 1 day After 1 week After 2 weeks Claus Brabrand “Department Seminar on Teaching & Learning” After 3 weeks [ 48 ] May 28, 2008

Agenda (Afternoon) 13: 00 Course Descriptions: “Good advice” & “How to…” 13: 30 Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice” 16: 10 + short breaks Short presentations of Good Examples --- short (10’) break --- 16: 40 Poster Session (Tour I + Tour II) + short break --- short (10’) break --18: 20 End Note: by Mads Tofte & Claus Brabrand 18: 30 Dinner + Bar: “Dinner + Bar” Claus Brabrand “Department Seminar on Teaching & Learning” [ 49 ] May 28, 2008

Common SOLO Competences From a study of 632 x courses at NAT/(AU+SDU) Claus Brabrand “Department Seminar on Teaching & Learning” [ 50 ] May 28, 2008

Group Exercise n T Note: Groups are in the programme Group Exercise (in ”homogeneous groups”): Rewrite course description (for “your group’s course”) & incorporate recommendations (Anna will distribute ’old course descriptions’ for your convenience) Do NOT (under ANY circumstances) [in fact ever] use the verbs: to ’understand’ … internal cognitive structure ! to ’know’ … non-operational ! to ’be familiar with’ … cannot be measured ! to ’have a notion of’ … Claus Brabrand “Department Seminar on Teaching & Learning” [ 51 ] May 28, 2008

Object-Oriented Prog. – Intro After the course, the student is expected to be able to™: n relate a given Java model to the real world phenomena that it models n explain, use, and combine in programming: variables, types, expressions, loops, … n design and implement class hierarchies usingle inheritance comprising 3 -5 classes. n design and implement programs on the order of 500 lines of Java code. n use and design generic classes and generic methods. n explain and use recursive methods. n construct classes that implement a given Java interface. n identify and use packages. n construct classes that adhere to given class invariants. n describe and reason about simple class invariants. n explain which methods are being called during execution of a given program. n explain the memory evolution during execution of programs. n compare expected execution times (of simple algorithms). Claus Brabrand “Department Seminar on Teaching & Learning” [ 52 ] May 28, 2008

Digital Culture After the course, the student is expected to be able to: n explain the use of the concept of culture in a digital context n relate new media culture to a broader historical context n apply the concepts introduced on the course in a critical analysis of cultural og social phenomena related to the use of the internet and information technology in everyday life n reflect on different methodological perspectives on the study of digital culture and be able to select and then use them in their own practice n use and compare relevant sociological and cultural theories on a broad selection of topics within the areas of online media, digital culture and digital communication n independently identify and formulate a current and original problem/question related to the use of IT and digital communication, choose a relevant method to apply in the study, hypothesise the expected results, and finally discuss and perspectivate the actual results of the study in the final assignment Claus Brabrand “Department Seminar on Teaching & Learning” [ 53 ] May 28, 2008

Agenda (Afternoon) 13: 00 Course Descriptions: “Good advice” & “How to…” 13: 30 Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice” 16: 10 + short breaks Short presentations of Good Examples --- short (10’) break --- 16: 40 Poster Session (Tour I + Tour II) + short break --- short (10’) break --18: 20 End Note: by Mads Tofte & Claus Brabrand 18: 30 Dinner + Bar: “Dinner + Bar” Claus Brabrand “Department Seminar on Teaching & Learning” [ 54 ] May 28, 2008

Key References n ”Teaching for Quality Learning at University (what the student does)” John Biggs The Society for Higher Education and Open University Press, 2003 (Note: 3 rd edition available) n ”Teaching & Understanding” Claus Brabrand & Jacob Andersen 19 minute award-winning short-film (DVD) Aarhus University Press, Faculty of Science, University of Aarhus, Denmark n ”Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics” Claus Brabrand & Bettina Dahl Keynote Paper for Koli 2007 Conf. on Computing Education Research Koli National Park, Finland n ”Evaluating the Quality of Learning: The SOLO Taxonomy” John B. Biggs & Kevin F. Collis New York: Academic Press, 1982 Claus Brabrand “Department Seminar on Teaching & Learning” [ 55 ] May 28, 2008

Thank You! Film's homepage: ((( http: //www. daimi. au. dk/~brabrand/short-film/ ))) Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008

BONUS SLIDES Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008

The New Danish Grade Scale Conversion (between EU countries): 7 steps: 4 steps 8 steps ECTS 10 steps . . . 21 steps n 10 steps SCALE A, B, C, D, E, Fx, F 21 steps Problems (comparability ~ EU nations): n Information loss (10 steps 7 steps): n (13, 11) A; (9, 8) C; … pigeon hole principle n The “ 13” (“exception grade”); doesn’t exist in other scales! n n Some places only access if you have top grade (~ 13) …and a number of other motivations Claus Brabrand “Department Seminar on Teaching & Learning” [ 58 ] May 28, 2008

The New Danish Grade Scale ++ -- Degree of realization of course objectives Not passed A: 10% B: 25% C: 30% D: 25% E: 10% passed ECTS Scale 10% 0 77, 5 (interval-mid) 0 2 5 8 10% 100 (maximum) Divide by 10 & round off 10 -2 Add 2 02 Claus Brabrand 50 25% (interval-mid) Avoid using “negative grades” -3 22, 5 30% (minimum) Symmetric transplacement -5 25% 4 7 10 12 00 “Department Seminar on Teaching & Learning” [ 59 ] May 28, 2008

Grading ? § 10: Grade = degree of realization of course objectives (overall evaluation) § 9: Absolute grading only (i. e. , no relative grading) Learning Goals After the course, the students are expected to be able to: 12 Excellent For an excellent performance which completely meets the course objectives, with no or only a few insignificant weaknesses. A 10 Very good For a very good performance which meets the course objectives, with only minor weaknesses B For a good performance which meets the course objectives but also displays some weaknesses C For a fair performance which adequately meets the course objectives but also displays several major weaknesses D Adequate For a sufficient performance which barely meets the course objectives E Inadequate For an insufficient performance which does not meet the course objectives 7 Good 4 Fair locate genes on chromosomes do simple calculations: (e. g. , …). 02 describe and perform …-analysis describe fundamental genetic concepts 00 describe and analyze … inheritancies analyze inheritance of multiple genes … -3 Unacceptable For a performance which is unacceptable in all respects Fx F Karaktergivning: 12 = 'Udtømmende' 10 = 'Omfattende' (med nogle mindre væsentlige mangler) 7 = 'Omfattende' (med en del mangler) osv. . . set gennem en forskers øjne (forsknings-baseret undervisning) Claus Brabrand “Department Seminar on Teaching & Learning” [ 60 ] May 28, 2008

”Top 10 Competences” n ”Top 10 Competences” for: Computer Science vs. n Natural Science (= PHYS+CHEM+BIO+MOL. BIO) vs. n Mathematics n Claus Brabrand “Department Seminar on Teaching & Learning” [ 61 ] May 28, 2008

Notes on Skill Acquisition n From the world of psychoanalysis: n Skill acquisition progresses according to the following stages of learning: n n n Claus Brabrand 1. Unconscious incompetence 2. Conscious incompetence 3. Conscious competence 4. Unconscious competence 5. Capacity for moving consciously between stages 3. and 4. : [ required by a teacher ] “Department Seminar on Teaching & Learning” [ 62 ] May 28, 2008

Impersonalization n A taxonomy / language for teaching impersonalizes teaching n Emotional detachment (aka. “dissociation”) n n n The teacher is good/bad n identity: good/bad teacher The methods are good/bad n behavior: good/bad method n knowledge: good/bad method With dissociation: n Claus Brabrand [m “Neu od el tolog of the ical l mi eve nd l , “N s” L re P”] r io av h be kn led w o ge ex ac tio pe rie ns nc l eth a e r ic mo s identity convictions capabilities interaction more capable of dealing with critique better to listen to constructive advice (…just like with our research) “Department Seminar on Teaching & Learning” [ 63 ] May 28, 2008

UNALIGNED COURSE Teacher’s intention e. g. - explain - relate - prove - apply Student’s activity "Dealing with the test" Exam’s assessment e. g. - memorize - describe Claus Brabrand “Department Seminar on Teaching & Learning” [ 64 ] May 28, 2008

ALIGNED COURSE Teacher’s intention e. g. - explain - relate - prove - apply Student’s activity Exam’s assessment e. g. - explain - relate - prove - apply Claus Brabrand “Department Seminar on Teaching & Learning” [ 65 ] May 28, 2008

Definition: “Good Teaching” n Definition: ”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously” -- “Teaching for Quality Learning at University”, John Biggs, 2003 n Good news: n We now know how to do this: n n n Claus Brabrand Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage! “Department Seminar on Teaching & Learning” [ 66 ] May 28, 2008

The BLOOM Taxonomy (1956) The BLOOM Taxonomy: Synthesis Evaluation ive SOLO Analysis at Qualit 4+5 n titative SOLO 2+3 Quan Application Comprehension 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” Claus Brabrand -- (Biggs & Collis, 1982) “Department Seminar on Teaching & Learning” [ 67 ] May 28, 2008