Transcript Write a Learning Outcome

LEARNING
OUTCOMES AS
BLUEPRINTS FOR
DESIGN
WELCOME
o
Facilitator name
• Position at university
• Contact info
LEARNING OUTCOMES
By the end of this module, you should be able to:
o EXPLAIN the role of learning outcomes in (online,
face-to-face, and blended) course design
o APPLY Bloom's Taxonomy to write clear, succinct
learning outcomes
o EVALUATE learning outcomes for clarity,
demonstrability, and appropriateness for a course
o IDENTIFY appropriate methods for evaluating
student achievement of learning outcomes
AGENDA
o
o
o
o
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Why learning outcomes?
Introduction to course design cycle
Writing learning outcomes
Bloom’s Taxonomy of Educational Objectives
Group activity (writing learning outcomes)
Evaluating learning outcomes
WHY LEARNING OUTCOMES?
DISCUSSION
o
o
Can anyone define learning outcomes or explain
their role in course design?
Does anyone currently use learning outcomes
when designing courses? Why/why not?
LEARNING OUTCOMES
o
Thesis statement of course design:
• describe what learners are supposed to know, be
able to do, or value at the completion of a course
or module
• communicate course priorities and students’
active role in learning
• students’ perspective
• action verbs about knowledge, skill, or value
INTRO TO COURSE DESIGN CYCLE
COURSE DESIGN METHOD
o
Constructive Alignment
Activities
Assessments
Stated
Outcomes
COURSE DESIGN METHOD
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Backward Course Design
1. Start with learning outcomes
• NOT  content to introduce (teacher focused objectives)
• BUT  students’ knowledge, skills, values/attitudes
2. Add assessment
• ASK  How will they demonstrate these?
3. Design teaching/learning activities
• ASK  How will I prepare them to demonstrate these?
CONSTRUCTIVE ALIGNMENT
Learning
Outcomes
Teaching and
Learning
Activities
Context
Process
Content
Feedback and
Assessment
Methods
WRITING LEARNING OUTCOMES
DISCUSSION
o
What questions or criteria do you need to
consider when defining learning outcomes?
LEARNING OUTCOMES FRAMEWORK
By the end of this module, students will be able to
o To pass this course, students must demonstrate
their ability to
o By the end of this program, successful students will
be able to
o
• DIFFERENTIATE between speed and velocity
• SYNTHESIZE information from various academic sources
• EXPLAIN the role of agency in audience reception theories
BLOOM’S TAXONOMY AND
LEARNING OUTCOMES
DISCUSSION
o
o
Can you explain Bloom’s Taxonomy?
Have you used Bloom’s Taxonomy as a tool in
course design?
BLOOM’S TAXONOMY
Clear,
demonstrable
learning
outcome
BLOOM’S
THEORY OF
LEARNING
BLOOM’S DOMAINS OF LEARNING
Cognitive
Psychomotor
Affective
• Intellectual capacities
• What should they know?
• Physical & sensory coordination
• What should they do?
• Values and attitudes
• What should they value?
BLOOM’S DOMAINS OF LEARNING
HIGHER
ORDER
COGNITIVE
PSYCHOMOTOR
AFFECTIVE
Creating
Coaching
Characterizing
Evaluating
Applying
Organizing
Applying
Recognizing
Standards
Modeling
Responding
Understanding
Observing
Receiving
Analyzing
LOWER
ORDER
Remembering
Valuing
ACTION WORDS: COGNITIVE DOMAIN
Level Name
Understanding
Definition of Level
ACTION WORDS
know meaning of,
and interpret or
translate,
information
critique, convert, describe,
discuss, estimate, explain,
formulate, interpret, infer,
illustrate, justify, paraphrase,
represent, summarize,
translate
ACTION WORDS:
Level Name
Modeling
PSYCHOMOTOR
Definition of Level
ACTION WORDS
copy, follow, execute,
Reproduce task based on
mimic, recreate, reenact,
instruction or memory
repeat, reproduce
ACTION WORDS: AFFECTIVE DOMAIN
Level Name
Definition of Level
ACTION WORDS
Receiving
Become aware of
attitude and open to
potential value
acknowledge, accept, ask,
attend, describe, observe,
read, recognize
ACTIVITY: IDENTIFY DOMAIN AND LEVEL
1.
2.
3.
4.
Identify participants and goals in the
development of electronic commerce
Re-enact an ‘exercise to music’ routine that
includes a warm‐up, developmental and cooldown phase
Model confidentiality in the professional‐client
relationship
Propose solutions to complex energy
management problems both verbally and in
writing
WRITING LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
Choose appropriate domain and level
Start with stem (students will be able to)
Add appropriate ACTION WORD
Add specific learning statement
Assess your learning outcome
Revise as necessary
BACK TO EXAMPLE
o
By the end of this course, students should be
able to
• DIFFERENTIATE between speed and velocity
• SYNTHESIZE information from various sources
• EXPLAIN the role of agency in audience reception
theories
ACTIVITY: WRITE A LEARNING
OUTCOME
ACTIVITY: WRITE LEARNING OUTCOMES
LO = stem + ACTION VERB + skill/content/value
o
Follow the above formula to write 2 to 3 learning
outcomes for your online course/module
EVALUATING LEARNING OUTCOMES
EVALUATE YOUR LEARNING OUTCOMES
S
Specific skills/value/knowledge
M
Measurable and/or demonstrable
A
Attainable by students at current level
R
Relevant for students, course, program, degree
T
Timed appropriately for module or course length
DISCUSSION
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What did you find to be the most challenging
part of writing a learning outcome?
Did you or your partner identify room for
improvement? Explain.
If so, how did/would you revise your learning
outcome?
EVALUATING ACHIEVEMENT OF
LEARNING OUTCOMES
ASSESSMENT METHODS
o
Action words in learning outcomes
• Help to choose appropriate assessment!
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Assessment strategies:
•
•
•
•
•
•
Essay
Test/quiz
Ongoing journal
Reading response
Blog post
Media analysis
SUMMARY
o
o
o
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Effective course/module design begins with clear,
demonstrable learning outcomes (course blueprint)
You can write learning outcomes using Bloom’s
Taxonomy of learning for three domains (affective,
cognitive, and psychomotor)
You can evaluate your learning outcomes to make
sure they are specific, measurable, attainable,
relevant, and timed appropriately
You can use your action words to choose an
appropriate assessment
THANK YOU
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Questions?
Comments?
Help?
Contact information – facilitator’s and
departmental
REFERENCES
1.
2.
3.
4.
Biggs, J. and C. Tang. (2011). Teaching for Quality Learning at
University. Maidenhead, Berkshire: McGraw-Hill International.
Bloom, B.S. and Krathwol D.R. (1956). Taxonomy of Educational
Objectives: The Classification of Educational Goals. New York, NY:
David McKay.
Fink, L.D. (2003). Creating Significant Learning Experiences: An
Integrated Approach to Designing College Courses. San Francisco,
CA: Jossey-Bass.
Hughes, C. (2013). A Case Study of Assessment of Graduate Learning
Outcomes at the Programme, Course, and Task Level. Assessment
and Evaluation in Higher Education, 38(4), 492-506.