ITU Seminar on Teaching Learning ITU 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: 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 )

Exercise: T "What is good teaching? " [3]

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

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

Neighbour Discussion: T "What are the film's main messages (in your opinion)"? [6]

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

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

Problem 1 ! n Problem with 'content' as goals ! analyse. . . compare. . . analyze systems explain causes nt eme agre a from ion dge it owle ed trad nt t kn s taci rch-ba y stude a b rese known not define deadlock describe solutions Goal is…: Teacher analyze systems explain causes Stud. C To understand: deadlock interference synchronization. . . name solutions recite conditons Stud. B Stud. A Censor [9]

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

Competence ! n 'Competence' as goals ! n Competence : = knowledge + capacity to act upon it Have the student do something; 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 course pre-requisitional ! Note': inherently operational (~ verbs) 'SOLO' = Structure of the Observed Learning Outcome [ 11 ]

SOLO Advantages n Advantages of The SOLO Taxonomy: Linear hierarchical structure n Aimed at evaluating student learning n Converges on research (at SOLO 5) n Research: Production of new knowledge [ 12 ]

Note: the list is non-exhaustive Graphic Legend SOLO (elaborated) QUANTITATIVE QUALITATIVE SOLO 2 SOLO 3 SOLO 4 ”uni-structural” “multi-structural” “relational” define identify count name recite paraphrase follow (simple) instructions … Q R combine structure describe classify enumerate list do algorithm apply method … Q R 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 R theorize generalize hypothesize predict judge reflect transfer theory (to new domain) … Q R R' [ 13 ]

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

Concrete Recommendations (4 x) Intended Learning ulation': 1) Use 'standard form on the student s cu fo ng ni ar le ts pu a) ation: "to be able to" Outcomes b) competence formul[Genetics 101] After the course, the students are expected to be able to: locate V genes. N on chromosomes do V simple calculations N: (e. g. , recombination frequencies, id 'understanding-goals': 4) Avo "To understand X", in-breeding coefficients, Hardy-Weinberg, "Be familiar with Y", evolutionary equilibria). e a notion of Z", . . . ! describe V and perform V connexion-analysis"Hav 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 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) 3) Use 'Verb + Noun' formulation: What the student is expected to do V with a given matter N. [ 15 ]

The Danish Grade 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 [ 16 ]

T Activation Exercise What are key ILO's in YOUR course ? Concurrency: analyze systems compare models [ 17 ]

Questions. . . R Q R' Association new ~ old ert Susan & Rob Course descriptions My research ing" "understand teaching and e c mpeten content co models Teacher 2 -3 levels 1 - The Short-Film The Book 'TLA' Teaching / Learn ing Activities Cognitive proce ss es The SOLO Taxo nomy ? Students at University ? " g od teachin o "What is g Student activ ation Tips'n'Tricks MAT CS v. NAT v. s John Bigg 15% programm Top Competence ing s recite generalize Constructive Alignment [ 18 ]

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 )

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 )

Summary from Last Year Constructive Alignment and Intended Learning Outcomes

Intended Learning Outcomes n From content: n n Goal: understand: deadlock interference synchronization. . . analyze explain name recite vs. Teacher Student Understanding? !? . . . to competence: n n ILO's: analyze. . . explain. . . compare. . . apply. . . Have the student do something; and then "observe" product and/or process Intended Learning Outcomes (using verbs from The SOLO Taxonomy) [ 22 ]

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

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 learning support alignment 3) Carefully design (TLA's): teaching/learning actitivites ( intended learning outcomes) More information on implementing alignment: learning incentive 4) Carefully design (AT's): assessment tasks ( intended learning outcomes) [ http: //www 1. itu. dk/sw 79909. asp ][ 24 ]

Teaching/Learning Activities General issues

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

Lecture functional knowledge teacher centric student centric Lecture declarative knowledge [ 27 ]

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

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

Main Point !!! n 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) [ 30 ]

Thank you ! Have a great seminar !

WORKSHOP: Aligning your TLA's with 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 )

The Implementation Process [ http: //itucph. onconfluence. com/display/ILU/Study+programme+development ] 1) Think carefully about: overall goal of course ILO's: (what are the stud. to learn? ) 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 learning support 3) Carefully design (TLA's): teaching/learning actitivites ( intended learning outcomes) alignment learning incentive 4) Carefully design (AT's): assessment tasks ( intended learning outcomes) [ 33 ]

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

BONUS SLIDES -=-

Key References n ”Teaching for Quality Learning at University” John Biggs & Catherine Tang Society for Research into Higher Education, 2007. Mc. Graw-Hill. n ”Evaluating the Quality of Learning: The SOLO Taxonomy” John Biggs & Kevin F. Collis London: Academic Press, 1982 n ”Teaching & Understanding” Claus Brabrand & Jacob Andersen 19 minute award-winning short-film (DVD) Aarhus University Press, Aarhus University, 2006 n "Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics" Claus Brabrand & Bettina Dahl CRPIT, Vol. 88, ACS 3 -17, R. Lister & Simon, Eds. , 2007 [ 36 ]

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

The BLOOM Taxonomy (1956) The BLOOM Taxonomy: Synthesis Evaluation ive SOLO Analysis 2+3 Quan Application titative SOLO at Qualit 4+5 n 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” -- (Biggs & Collis, 1982) [ 38 ]

Constructive Alignment TLA's ILO's AT's (Teaching/Learning Activities) (Intended Learning Outcomes) (Assessment Tasks) Designed to meet ILO's Explicitly defined and communicated Designed to assess ILO's learning support learning incentive [ 39 ]