ITU Seminar onTeaching & Learning

Claus Brabrand((( brabrand@itu.dk )))((( http://www.itu.dk/people/brabrand/ )))

Associate Professor,IT University of Copenhagen Denmark

ITU Teaching & Learning Seminar: Teaching/Learning Activities

( 09:00 – 10:00 )

Constructive Alignment and Intended Learning Outcomes

Claus Brabrand((( brabrand@itu.dk )))((( http://www.itu.dk/people/brabrand/ )))

Associate Professor,IT University of Copenhagen Denmark

ITU Teaching & Learning Seminar: Teaching/Learning Activities

( 09:00 – 10:00 )

Introduction to:

[ 3 ]

"What is good teaching?"

Exercise:T

[ 4 ]

Outline 1) Introduction

Constructive Alignment The SOLO Taxonomy

2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy

3) Intended Learning Outcomes How to use Intended Learning Outcomes Relation to new Danish Grading Scale

[ 5 ]

“Teaching for Quality Learning at University

- What the student does”

Constructive Alignment & SOLO Taxonomy:

Introduction to…:

“Teaching Teaching & Understanding Understanding”19 min award-winning short-film on Constructive Alignment(available on DVD in 7 languages, epilogue by John Biggs)

John Biggs’ popular and heavily cited book:

Note: 3rd Edition now available [J.Biggs & C.Tang, 2009]

[ 6 ]

"What are the film'smain messages

(in your opinion)"?

Neighbour Discussion:T

[ 7 ]

Outline 1) Introduction

Constructive Alignment The SOLO Taxonomy

2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy

3) Intended Learning Outcomes How to use Intended Learning Outcomes Relation to new Danish Grading Scale

[ 8 ]

From Content to Competence My old course descriptions (Concurrency 2004):

Given in terms of a 'content description':

Essentially:

This is a bad ideafor two reasons...!

Goal is…:To understand:

deadlock interference synchronization ...

[ 9 ]

Goal is…:To understand:

deadlock interference synchronization ...

Problem 1 ! Problem with 'content' as goals !

analyse ...compare ...

define deadlockdescribe solutions

name solutionsrecite conditons

Stud. C

Stud. A

Stud. B

analyze systemsexplain causes

Censor

Teacher

agreement

analyze systemsexplain causes

tacit knowledge from

a

research-based tradition

not known by student

[ 10 ]

Problem 2 ! Problem with 'understanding' as goals !

The answer is simple:

'concept of deadlock' ?!

Goal is…:

To understand: deadlock interference synchronization ...

It cannot be observed !

[ 11 ]

Competence ! 'Competence' as goals !

Have the student do something;and then "observe" the product and/or process

'SOLO' = Structure of the Observed Learning OutcomeNote': inherently operational (~ verbs)

Objective !

To learn how to: analyze systems for... explain cause/effects... prove properties of... compare methods of... ...

Note: 'understanding' is of course

pre-requisitional !

Competence := knowledge + capacity to act upon it

[ 12 ]

SOLO Advantages Advantages of The SOLO Taxonomy:

Linear hierarchical structure Aimed at evaluating student learning Converges on research (at SOLO 5)

Research:Production ofnew knowledge

[ 13 ]

SOLO (elaborated)Note: the list is non-exhaustive

SOLO 2”uni-structural”

SOLO 3“multi-structural”

SOLO 4“relational”

SOLO 5“extended abstract”

theorize generalize hypothesize predict judge reflect transfer theory

(to new domain) …

analyze compare contrast integrate relate explain causes apply theory

(to its domain) …

combine structure describe classify enumerate list do algorithm apply method …

define identify count name recite paraphrase follow (simple)

instructions …

Graphic Legend

problem / question / cue known related issue - given! hypothetical related issue - not given! student response

Q

R

QUANTITATIVE QUALITATIVE

R

R'Q

RQRQRQ

QUALITATIVE

[ 14 ]

Outline 1) Introduction

Constructive Alignment The SOLO Taxonomy

2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy

3) Intended Learning Outcomes How to use Intended Learning Outcomes Relation to new Danish Grading Scale

[ 15 ]

Concrete Recommendations (4x)

Intended Learning Outcomes [Genetics 101]

After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies,

in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria).

describe and perform connexion-analysis describe fundamental genetic concepts : (e.g., mutation

variation, in-breeding, natural selection). describe and analyze simple inheritancies analyze inheritance 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)

1) Use 'standard formulation':

a) puts learning focus on the student

b) competence formulation: "to be able to"

3) Use 'Verb + Noun' formulation: What the student is expected to do with a given matter .

V N

V

V

VV

V

V

V

V

N

N

N

N

4) Avoid 'understanding-goals': "To understand X", "Be familiar with Y", "Have a notion of Z", ...!

N

N

[ 16 ]

The Danish Grade Scale

Unacceptable-3 For a performance which is unacceptable in all respects F

Inadequate00 For an insufficient performance which does not meet the course objectives Fx

Adequate02 For a sufficient performance which barely meets the course objectives E

Fair4 For a fair performance which adequately meets the course objectives but also displays several major weaknesses D

Good7 For a good performance which meets the course objectives but also displays some weaknesses C

Very good10 For a very good performance which meets the course objectives, with only minor weaknesses B

Excellent 12 For an excellent performance which completely meets the course objectives, with no or only a few insignificant weaknesses . A

Grade := Degree of realization

of course objectives!

[ 17 ]

Activation Exercise

What are key ILO's in YOUR course ?

T

Concurrency:

analyze systemscompare models

[ 18 ]

Questions...

"What is good teaching?"

The Short-Film

Cognitive processesAssociation

new ~ old

The Book

John Biggs

"understanding"

content competence

Student activation

Susan & RobertTeacher models

levels 1 - 2 - 3

Course descriptions

Constructive AlignmentTop Competences

15% programming

CS v. NAT v. MAT

Students at University

My researchand teaching

'TLA'Teaching / Learning

Activities

Tips'n'Tricks

?recite

generalize

R

R'Q

The SOLO Taxonomy

From Intended Learning Outcomes to Teaching/Learning Activities

Claus Brabrand((( brabrand@itu.dk )))((( http://www.itu.dk/people/brabrand/ )))

Associate Professor,IT University of Copenhagen Denmark

ITU Teaching/Learning Seminar: Teaching/Learning Activities

( 10:30 – 10:45 )

From ILO's to TLA's

Claus Brabrand((( brabrand@itu.dk )))((( http://www.itu.dk/people/brabrand/ )))

Associate Professor,IT University of Copenhagen Denmark

ITU Teaching/Learning Seminar: Teaching/Learning Activities

( 10:30 – 10:45 )

Summary from Last Year

Constructive Alignment andIntended Learning Outcomes

[ 22 ]

Intended Learning Outcomes From content:

...to competence:

Intended Learning Outcomes(using verbs from The SOLO Taxonomy)

ILO's: analyze ... explain ... compare ... apply ...

Goal: understand: deadlock interference synchronization ...

analyzeexplain

Teacher Student

namerecite

Understanding?!?

Have the student do something;and then "observe" product and/or process

vs.

[ 23 ]

Make explicit ILO's ( ) (…and tell this to students)

= ILO's = TeachingLearningActivitiesAssessment

Constructive Alignment

vs.

ROBERT:extrinsically motivated

SUSAN:intrinsically motivated

IntendedLearningOutcomes

[ 24 ]

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

3) Carefully design (TLA's): teaching/learning actitivites ( intended learning outcomes)

4) Carefully design (AT's): assessment tasks ( intended learning outcomes)

alignmentlearning support learning incentive

More information on implementing alignment: [ http://www1.itu.dk/sw79909.asp ]

Teaching/Learning Activities

General issues

[ 26 ]

Lecture (about Application) Teacher activity:

Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up

Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question

activeteacher

passivestudent

vs.

[ Big

gs &

Tan

g 20

07, p

.137

]

vs.

[ 27 ]

Lecturefunctional knowledge

declarative knowledge

teacher centric student centric

Lecture

[ 28 ]

Student ActivationAverage

retention rate

5%

10%

20%

30%

50%

75%

80%

Lecture

Reading

Audiovisual

Demonstration

Discussion group

Practice by doing

Teaching others

[ NTL Institute for Applied Behavioral Science, Bethel, Maine ]

passivestudent

activestudent

stud

ent

activ

atio

n

"The (in-famous) Learning Pyramid":

Doing:Learning to do

Listening:Learning about

[ 29 ]

Listening vs. Doing Learning (about):

about application about cooking about programming about designing about analysis about construction about relating ...

Learning (to do): to apply to cook to program to design to analyse to construct to relate ...

studentlistening

studentdoing !!

vs.

(to something about something)

[ 30 ]

Main Point !!!

Note: there is a workshop on this later today (17:35 - 18:20)

Design TLA's = ILO's

Given(carefully chosen):

student-centric

ILO's: analyze ... explain ... compare ... apply ...

FOCUS TODAY!

Thank you !

Have a great seminar !

Aligning your TLA's with your ILO's

Claus Brabrand((( brabrand@itu.dk )))((( http://www.itu.dk/people/brabrand/ )))

Associate Professor,IT University of Copenhagen Denmark

ITU Teaching/Learning Seminar: Teaching/Learning Activities

( 17:35 – 18:20 )

WORKSHOP:

[ 33 ]

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

3) Carefully design (TLA's): teaching/learning actitivites ( intended learning outcomes)

4) Carefully design (AT's): assessment tasks ( intended learning outcomes)

alignmentlearning support learning incentive

ILO's: analyze systems for properties (e.g. deadlock) compare models of systems (wrt. behavior)

[ http://itucph.onconfluence.com/display/ILU/Study+programme+development ]

[ 34 ]

Workshop (groups of 3)1) Pair up (groups of 3) and choose

1-2 key ILO's from your courses: (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

(relating today's material to your teaching)

3) Pair up with another group and explain your TLA

(just explain the main points and the student-centricity)

5'

30'

2x5'

Exercise on "Teaching/Learning Activities" (From ILO's to TLA's) ITU, Nov 20, 2009

BONUS SLIDES

- = -

[ 36 ]

Key References ”Teaching for Quality Learning at University”

John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill.

”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982

”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Aarhus University, 2006

"Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics"Claus Brabrand & Bettina DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007

[ 37 ]

Common SOLO Competences

From a study of632x courses at NAT/(AU+SDU)ie. science context

[ 38 ]

The BLOOM Taxonomy (1956) The BLOOM Taxonomy:

Knowledge

Comprehension

Application

Analysis EvaluationSynthesis

Qualitative

Quantitative

SO

LO 4

+5

SO

LO 2

+3

”[…] 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)”

[ 39 ]

Constructive Alignment

ILO's(Intended Learning

Outcomes)

Explicitly defined and communicated

TLA's(Teaching/Learning

Activities)

Designed to meet ILO's

AT's(Assessment

Tasks)

Designed to assess ILO's

learningsupport

learningincentive