Before Class Preparation Instructor Information Slide (not to be displayed)

November 6, 1998 FIE Articulation Matrix Workshop 3

As Workshop Convenes

• Find a table with less than five and sit down

• Introduce yourself to your table colleagues

• Review the Level of Learning write-up in your handouts (Appendix A)

Designing Your ABET 2000 Course

A 1998 FIE Workshop

By

Lynn Bellamy & Barry McNeill

Arizona State University


When You Leave Tonight

• Tyler, Bloom, and Krathwohl,• Cognitive and Affective

Domains,• Learning Objectives,• The Articulation Matrix,

You should know about:



• assess work and establish the degree of understanding, demonstrated by the work

• prepare learning objectives for a course (and a curriculum),

You should further be able to:



• document the relationship between course activities and learning objectives ,

• determine if a course could meet its learning objectives, and

• determine if a curriculum could meets its learning objectives

You should further be able to:

November 6, 1998 FIE Articulation Matrix Workshop

‘Focus on Facilitator’ SignalThe facilitator needs your attention:

• Raise your hands to inform your neighbors

• Finish your sentence

• Do NOT finish your paragraph

• Turn toward the Facilitator


Workshop Agenda• Part I-Educational Foundation

–Ralph Tyler & Benjamin Bloom –Levels of Learning Jigsaw

• Part II-The Articulation Matrix–A Course–A Curriculum

• Part III-Reflection on Workshop


Criterion 2 of ABET Engineering Criteria 2000

Schools are required to have and use a defined process for the development and continuous improvement of its curriculum


Ralph Tyler - Who Is He?

• A pioneer in testing and assessment

• Ohio State, University of Chicago, Stanford

• Basic Principles of Curriculum and Instruction (1949)


Ralph Tyler’ Questions1 What are the educational

objectives?2 What learning experiences

should be provided?3 How should the experiences

be organized?4 How can you determine if

objectives are obtained?


Learning Objectives• Two dimensional vectors

–a competency (integration by parts)

–a degree to which the competency is learned or mastered (understand)

• E.g., understand integration by parts


Benjamin Bloom - Who is He?

• School of Education, University of Chicago

• Edited Taxonomy of Educational Objectives - Book 1 Cognitive Domain (1956)


• Cognitive Domain ( thinking aspects )– Knowledge

– Comprehension

– Application

– Analysis

– Synthesis

– Evaluation

Bloom’s Taxonomy (1956)

incr

easi

ng

th

inki

ng

ski

ll


• Affective Domain ( feeling aspects )– Receiving

– Responding

– Valuing

– Organization

– Characterization by a Value or Value Complex

Krathwohl’s Taxonomy (1964)


In the 1990’s

• David Langford renamed Bloom’s taxonomy as Levels of Learning (LoL)

• Bellamy & McNeill modified Langford’s work for engineering

Instructor

LoL & DoI JigsawIndividual

ExpertGroups

Workshop TeamsTime

BeforeSession

Reading from Workshop Workbook

ReadingInstructions

Assemble in Groups of 5

Educate the Non-experts15 min

15 min

Discuss & Complete

The LoL & DoI Characterization

Table

JigsawInstructions

Assemble in Workshop

Teams

8 min

Slide 7.19


Becoming an ‘Expert’ Task

Complete the Level of Learning & Degree of Internalization Characterization Table

Follow the instructions at the top of the Table.


Becoming an ‘Expert’ (15 min)As you fill in the Table: discuss the characteristics of a

work product that would demonstrate your LoL (or DoI).

discuss the unique, extra characteristics of your LoL (DoI) that distinguish it from the LoL (DoI) just below your table’s LoL (DoI).


Moving To Workshop Teams

• Within each group of experts (one or two tables) count off from 1 to 8 (or the highest number before 8)

• Move to the table having your number


Teaching Your Colleagues (20 min)• Starting with Knowledge LoL each

Expert has two minutes to:1 explain the characteristics of their LoL2 explain what is added to (i.e.,

distinguishes) their LoL from the LoL just below

3 enter the expert’s comments in your LoL Definition Table

• Repeat steps 1 to 3 until all LoL’s & DoI’s are done


Practice Assessment (5 min)• Quickly review the simple

mechanics problem and the three solutions

• As you read the solutions–note the general form and

content of the three solutions–do NOT evaluate the ‘technical

correctness’ of the solutions


Practice Assessment (10 min)1 Locate the Work Product Assessment

Template Template that has been completed for the first solution and discuss

2 Using a blank Work Product Assessment Template, half the table is to assess the 2nd solution and half the 3rd solution


Practice Assessment (5 min)

3 Confirm that your reasons are consistent with the distinctions your team developed in the Definition Table

4 Discuss the results of these two assessments


Break• Be back ready to work in 10

minutes• You will be in new teams based

on your course interest (e.g., dynamics, fluids, thermodynamics, electrical circuits, programming)


Learning Objectives (revisited)• Two dimensional vectors

–a competency (integration by parts)

–a degree to which the competency is learned or mastered (understand)

• E.g., understand integration by parts


Learning Objectives (revised)

Master integration by parts at the–comprehension LoL–analysis LoL –synthesis LoL


Session Learning Goals (using LoL)

• Achieve Comprehension LoL for Assessing the Level of Learning of assigned work products.

• Achieve Comprehension LoL in Developing and Analyzing the Articulation Matrix.







Defining a Course (Tyler)

1 Define the educational objectives (competency & LoL)

2 Define learning experiences

3 Organize learning experiences

4 Analyze proposed course








Defining Your Course

• Each table has been assigned an entry level course to be developed

• You are going to develop this course, answering Tyler’s questions, by completing a portion of an articulation matrix


Skeleton Course Articulation Matrix (CAM)

Learning Objectives Leve

l of L

earn

ing

Cou

rse

Act

iviti

es

Level of Learning Legend K C AKnowledge Comprehension Application


Learning Objectives Lev

el o

f L

earn

ing

Co

urs

e A

ctiv

itie

s

1. Engineering Design Process1.1 formulating the problem1.2 solving a problem1.3 implementing a solution1.4 documenting the process

1.5 using engineering/physical principles

1.6 using quality principles

2 Working in Teams

2.1 team dynamics2.2 team communication


Partial CAM For ECE 100



el o

f L

earn

ing

Co

urs

e A

cti

viti

es

1. Engineering Design Process A

1.1 formulating the problem A1.2 solving a problem A1.3 implementing a solution A1.4 documenting the process A


K

1.6 using quality principles A

2 Working in Teams C

2.1 team dynamics C2.2 team communication C




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1.1 formulating the problem A1.2 solving a problem A1.3 implementing a solution A1.4 documenting the process A


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1. Engineering Design Process A1.1 formulating the problem A C1.2 solving a problem A C1.3 implementing a solution A C1.4 documenting the process A C


K

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2.1 team dynamics C C2.2 team communication C C



Part Of CAM For ECE 100

Learning Objectives Level o

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e A

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1.1 formulating the problem A K C C C K K C C A A1.2 solving a problem A K C C C K K C C A A1.3 implementing a solution A K C C C K K C C A A1.4 documenting the process A K C C C K K C C A A


K K

1.6 using quality principles A K C C C K K C C A A


2.1 team dynamics C K C C K K C2.2 team communication C K C C K K C


Back to Organize Back to Analyze


Your Task (20 minutes)

Begin the generation of the articulation matrix for your table’s assigned course– generate at least two major

learning objectives each with two+ minor learning objectives

– generate at least ten learning experiences









Using the articulation matrix the team has created establish the order of the learning experiences









Analyze your articulation matrix to see– are there any empty rows,

columns?– are there enough activities at

appropriate LoLs to support desired total change in LoL for the major learning objectives?


Reporting Out (10 minutes)

If your group is selected:

– bring your articulation matrix up to the Elmo projector

– briefly (2/3 minutes) discuss the matrix and what was learned as a result of creating the matrix


Course Articulation Matrix

• Helps organize the process of defining a course (ABET issue)

• Helps document the process (ABET issue)

• Helps with the analysis of the course (ABET issue)


Break

Be back ready to work in 5 minutes







Defining a Curriculum (Tyler)

1 Define the curricular educational objectives (competency & LoL)

2 Select the courses

3 Organize the courses

4 Analyze proposed curriculum


Competencies Le

ve

l o

f L

ea

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in)

Le

ve

l o

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ou

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Draft ME Articulation Matrix


Competencies Le

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Le

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t)1 Technical Competency1.1 Fund Math & Science K Ap

1.1.1 calculus U Ap1.1.2 physics K Ap1.1.3 chemistry K Ap

1.2 Modeling U S1.2.1 dynamics C S1.2.2 materials U S1.2.3 energy & momentum K S1.2.4 experimental U An

1.3 Fundamental Tools U Ap1.3.1 spreadsheets U S1.3.2 CAD U1.3.3 programming lang. U1.3.4 using tools U Ap

2 Product Realization2.1 Clarification of Task U Ap

2.1.1 define the problem U Ap2.1.2 customer needs U Ap



Competencies Le

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1 Technical Competency1.1 Fund Math & Science K Ap

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1.2 Modeling U S1.2.1 dynamics C S1.2.2 materials U S1.2.3 energy & momentum K S1.2.4 experimental U An

1.3 Fundamental Tools U Ap1.3.1 spreadsheets U S1.3.2 CAD U1.3.3 programming lang. U1.3.4 using tools U Ap


2.1.1 define the problem U Ap2.1.2 customer needs U Ap



Competencies Le

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1 Technical Competency1.1 Fund Math & Science K Ap

1.1.1 calculus U Ap C C C Ap Ap Ap Ap C Ap Ap Ap Ap1.1.2 physics K Ap C Ap Ap Ap Ap Ap Ap1.1.3 chemistry K Ap C Ap

1.2 Modeling U S1.2.1 dynamics C S K C C C An S1.2.2 materials U S K C C C An Ap S1.2.3 energy & momentum K S K C C Ap S An1.2.4 experimental U An K K K K C C C Ap Ap An

1.3 Fundamental Tools U Ap1.3.1 spreadsheets U S Ap1.3.2 CAD U1.3.3 programming lang. U1.3.4 using tools U Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap


2.1.1 define the problem U Ap C Ap Ap Ap Ap2.1.2 customer needs U Ap K C Ap Ap



Wrap Up Question

In your groups discuss the following question and be prepared to report on your discussionsWhat is the relationship between the curriculum and course competency matrices?


Course & Curriculum Matrices

• A course must include all learning objectives from curriculum matrix that are impacted by the course

• The LoL out for a course learning objective must match that shown in curriculum


Course & Curriculum Matrices

• The learning objectives for the course will be more detailed than those in curriculum

• The course matrix will have major learning objectives not shown in curriculum matrix


An ABET 2000 Process• Complete Curriculum

Articulation Matrix• Complete Course Articulation

Matrices for all courses in curriculum, making sure all the competencies shown in the curriculum matrix are shown on the course matrices







Reflection On Workshop

• Document Session Observations

• Explore Implications of Observations

• Articulate What Has Been Learned

The structure below has been used successfully by Jennifer Turns (http://chmsr.isye.gatech.edu) and her colleagues at Georgia Tech to help the students reflect about what they have learned from a completed task or assignment. Please think about this session and complete the following three parts of the Reflection task.

Back to Agenda

Documents

Before Class Preparation Instructor Information Slide (not to be displayed)