Transcript Overview of Learning Activities

Overview of Learning Activities
Goals & Intended Learning Outcomes (ILOs)
Quality Assurance Medical Research Institute
Strategic Planning
Vision
Mission
Goals
Objectives
Mission
Educational
program
Faculty decides on
programs to be
offered
Annual faculty
report against
mission
Program
report
Program
Specification
Course
report
Course
specification
Course
runs
Educational Process
Curriculum
ILOs
Assessment
Teaching/
learning
activities
Outline:
By the end of this session you will be able to:
 Define goals & intended learning outcomes
(ILOs)
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Identify the basis of constructing ILOs
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Recognize the difference in the action verbs of ILOs
of different domains and levels

Choose learning activities that are suitable for the
learning outcomes of the 3 learning domains
Why Is It Important To Determine The
Goals & Intended Learning
Outcomes?
Basis for determining Learning
Activities (Teaching/Learning Methods)
Properly Constructed ILOs guide the Learning
Process
Learning Activities
(how it is learned)
Course Content
Assessment
(what is to be learned)
(how students’ achievement is
assessed)
Clear
ILOs
Aim(s) / Goals
General statements that describe what
the course designers expect to achieve
with their students
E.g.: Physiology course
 The overall aim of the course is to produce
scientifically and professionally capable Clinical
Physiologists to meet regional and national needs
while developing study skills and attitudes suitable for
life-long learning

This course is designed to
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Provide students with physiological knowledge at molecular,
cellular and system levels.
Provide students with basic practical skills and introduction to
laboratory techniques.
Introduce students to the use of computers in biological
sciences.
Develop skills of communication and team work
Develop a culture of sharing information with colleagues.
Intended Learning Outcome (ILOs)/
Learning Objectives (LO)
Statements that describe what
students will know and be able to do
after completing the program/course
Affective
Cognitive
Psychomotor
Skills
Knowledge &
Understanding
Intellectual skills
(Practical/Clinical)
Cognitive
Knowledge & Understanding
Intellectual skills
Psychomotor
Skills
(Practical/Clinical)
Affective
ILOs (cont.)

Must cover the 3
learning domains
Cognitive
Knowledge &
Understanding
Intellectual skills

Must include ILOs
for general and
transferable skills
Psychomotor
Skills
(Practical/Clinical)
Affective
Classification of ILOs according to
QAA templates
A.
B.
C.
Knowledge & Understanding
Intellectual skills
Professional & Practical Skills
D.
General & Transferable Skills
E.
Attitudes and Ethics
Cognitive
Domain
Psychomotor
Domain
Affective
Domain
Learning Objectives
S-M-A-R-T
• Specific
• Measurable
• Attainable
• Relevant
• Time-bound
HOW TO CONSTRUCT ILOs
Action
Verb
Object
of the
action
ILOs
• Specific performance
verb
Describes what the
students must do to
demonstrate competence
An Action
verb
Object of
the action
(desired learning outcome)
• Specific information,
skill, or attitude that
the students are expected
to know or demonstrate to
meet the course objective
E.g.

Interpret pulmonary function tests
Action
Verb
Object
of the
action
ILOs
Interpret
Pulmonary
function
tests
ILOs
Construct ILOs for Learning domains
Cognitive
Knowledge &
Understanding
Intellectual skills
Psychomotor
Skills
(Practical/Clinical)
Affective
Cognitive domain
Cognitive
Knowledge &
Understanding
Intellectual skills
Bloom's Taxonomy
[Killing Cat Almost Always Seems
Evil]
Evaluation
Synthesis
Analysis
Intellectual
skills
Application
Understanding
(comprehension)
Recall (remember)
Knowledge &
Understanding
Level of learning
Knowledge
Ability to recall previously learned material.
Comprehension Ability to grasp meaning, explain, restate
ideas.
Application
Ability to use learned material in new
situation.
Analysis
Ability to separate material in to
components and show relation between
them.
Synthesis
Ability to put together the separate ideas to
form new whole and establish new
relation ship.
Evaluation
Ability to judge worth of material against
stated criteria.
Examples of action verbs for the 6 levels
Recall
(remember)
Understanding
(comprehension)
Application
Define, label, list, recognize, recall.
Analysis
Analyze, categorize, compare, distinguish,
differentiate.
Arrange, construct, design, develop,
manage, plan, propose
Appraise, assess, choose, compare, select,
evaluate.
Synthesis
Evaluation
Classify, describe, discuss, explain ,express,
identify, select
Apply, choose, demonstrate, illustrate,
interpret.
Avoid using verbs that are difficult to
measure objectively
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Know
Familiarize
Gain knowledge of
Comprehend
Study
Cover
Understand
Be aware
Learn
Appreciate
Become acquainted with
Realize
Psychomotor Skills Domain
Psychomotor
Skills
(Practical/Clinical)
Commonly used verbs
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Use Microscope
Adjust Microscope
Palpate the pulse
Measure …………...
Detect …………….
Use “dipsticks”
Perform ……….
Point to ……….
Affective Domain
Affective
Commonly used verbs
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Respect time/place/colleagues/etc
Be punctual
Value work of others
Treat paramedics respectfully
Handle "Cadaver, specimen, instruments, etc….
General & Transferable Skills
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Communicate
Use computers
Present information
Search literature
Cooperate in teams
Learn & teach in groups
Practice self & peer to peer appraisal
Adopt principles of scientific methods
Work as a group leader
Choose learning activities that are
suitable for the learning outcomes of the
3 learning domains
Cognitive
Knowledge &
Understanding
Intellectual skills
Psychomotor
Skills
(Practical/Clinical)
Affective
Cognitive domain
Cognitive
Knowledge &
Understanding
Intellectual skills
A) Knowledge & Understanding

Lecture/ Interactive Presentation

Readings

Small group Discussion
B) Intellectual Skills
Group Discussion
 Seminars
 Case Study
 Case Discussion (presentation)
 PBL
 Assignments & Projects
 Research

Psychomotor Skills Domain
Psychomotor
Skills
(Practical/Clinical)
Does
Shows
How
Knows How
Knows
Professional & Practical Skills
In the Laboratory & Adjoining Classroom
 Introduction
 Demonstration
Simulations (software),Video etc.
Real
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“Hands on Practice”
Professional & Practical Skills
Attitude
 With Clinical Skills
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Role Play
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Solve Problems of Ethical Dilemmas
General & Transferable Skills
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Group work : assignment, research, Peer to peer Learning,
Group Discussion , etc.
Information Technology & communication: Presentations,
Seminars
Medical records & Electronic Data Base
Literature Search & Projects ( Library, Internet)
Leadership: Group work, Group Dynamics, research,
Projects, etc.
Effectiveness of Different Learning
Activities
Lecture
5%
Reading
10%
AudioVisual
20%
Demonstration
30%
Discussion Group
50%
Practice by doing
75%
Teach others/ Immediate use
90%
The Learning Pyramid National Training Laboratories, Bethel, ME
New Learning Modalities
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E-learning
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Construct knowledge from information
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Instructor – Students – Environment
New Learning Modalities
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E-learning

Construct knowledge from information

Instructor – Students – Environment
Construct ILOs for Learning domains
Cognitive
Knowledge &
Understanding
Intellectual skills
Psychomotor
Skills
(Practical/Clinical)
Affective
Basis for determining Learning
Activities (Teaching/Learning Methods)
Properly Constructed ILOs
guide the Leaning Process
Learning Activities
(how it is learned)
Course Content
Assessment
(what is to be leaned)
(how students’ achievement is
assessed)
Clear
ILOs
Shift from Teaching to Learning
Teacher centered
Student centered
Transfer knowledge
Student discovery
Passive learning
Active learning
Competitive
Cooperative
Focus on input
Focus on outcomes
Set lecture time
Variable time for learning
Answering questions
Asking questions
Material covered
Competency acquired