DesigningLearning and Teaching in Higher Education/ LTHE Module PGCAP (CoreJan12)

Chrissi Nerantzi & Craig Despard

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Intended learning outcomes

By the end of the session, participants attending and engaging in the session will have had the opportunity to:

• discuss and critically evaluate own design process and approaches used

• explore innovative student-centred methods and active learning approaches when planning lectures, seminars, workshops and tutorials to maximise engagement

• develop a better understanding of technology-enhanced curriculum design processes and explore applications in own context

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Decide• What are the 3 most important ingredients you need to

take into account when planning a session/programme?

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planning a session: collaborative

mindmap• http://www.text2mindmap.com/ or

• http: www.imindmap.com

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Planning a session• Your learners• Group size

• Title• Time/duration• Day/date, location • Aims and Learning Outcomes• Structure and Content• Methods/Activities• Aids and Resources• Assessment• Differentiation• Reflection/Evaluation

• “If you fail to plan, you plan to fail!”

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Intended Learning Outcomes

• “Descriptors of the ways that students will be expected to demonstrate the results of their learning.” Race (2000:10)

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A well-written learning outcome

statement should:

• Contain an active verb, an object and a qualifying clause or phrase that provides a context or condition

• Be written in the future tense

• Identify important learning requirements: knowledge, understanding, skills, attitudes at each appropriate level

• Be achievable and measurable

• Use clear language, understandable by students

• Relate to explicit statements of achievement

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Learning outcomes, minimum

requirements• Helps to balance a module‟s delivery

nice

could

should

essential

Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59

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Must be delivered,

ROBERT?

Independent learning,

going beyond, SUSAN?

The Cognitive Domain and Bloom’s Taxonomy

evaluation

synthesis

analysis

application

comprehension

knowledge

creating

evaluating

analysing

applying

understanding

rememberingBloom’s Taxonomoy (1956)

Anderson and Krathwohl Revision (2001)

Educational Psychology Interactive: The Cognitive Domain

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Knowledge arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state

Comprehension classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate

Application apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Synthesis arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

Evaluation appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

Bloom’s Taxonomy and verb list

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avoid/useavoid words likeKnow...

Understand...

Really know...

Really understand...

Be familiar with...

Become acquainted with...

Have a good grasp of...

Appreciate...

Be interested in...

Acquire a feeling for...

Be aware of...

Believe...

Have information about...

Realize the significance of...

Learn the basics of...

Obtain working knowledge of...

use words likeState...

Describe...

Explain...

List...

Evaluate...

Identify...

Distinguish between...

Analyse...

Outline...

Summarize...

Represent graphically...

Compare...

Apply...

Assess...

Give examples of...

Suggest reasons why...

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Constructive alignment (Prof. John

Biggs, 1999)

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and Teaching activities

des

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Learning Outcomes

des

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Method

•Students construct meaning from what they do to learn.

•The teacher aligns the planned learning activities with the learning outcomes.

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Assessment

• Research shows that inclusive assessment achieves higher levels of student satisfaction, provides increased opportunities for discussion and leads to improvements in student marks and grades.

• Inclusive Assessments are built into course design and meet the assessment needs of the majority of students. Inclusive assessments are concerned with equality of opportunity. It is an approach that recognises that students have different learning styles and offers a range of assessment methods necessary to assess the different ways in which students can demonstrate the achievement of the learning outcomes.

assessment for learning

assessment of learning

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Would you like a break?

• Back in 10min please

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Task: Designing a session for learning

Module: Introduction to English cookery (1st year undergraduates, 100 students, 10 weeks, kitchen, lecture theatre, seminar rooms, VLE) session: English Breakfast

• Learners• Intended learning outcomes• Learning environment• Learning activity• Approach taken• Inclusion• Assessment• Available technology

Activity based on JISC resource available at http://www.elearning.ac.uk/effprac/html/planner.htm

Designing for learning

http://www.elearning.ac.uk/effprac/html/design_model.htm

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Curriculum design

• The bigger picture

• Linking modules, How do we do this?

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Curriculum design models

modular approach, which one are you?

• Lego (scaffold modules)

• Satellite (free standing modules)

• Jigsaw (connected modules)

fitting it all together, approaches

pyramid

spiral

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Curriculum design: what is it?

“A curriculum is an artefact, constructed within a frame. It has form and structure. It has dimensions of time and space. It is experienced. The framing is important … what to place inside the frame and what to exclude. The critical decision then concerns how the contents within the frame are composed in relation to each other in order to create an integral and harmonious entity.”

(Paul Kleiman, 2002. P.3)What is missing?

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Discussion• Discuss within your groups.

• What should be included in the module guide/ programme outline?

• Check the module guides/programme outlines you brought with you. Compare!

• Present findings

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Threshold Concepts? (Meyer & Land, 2003)

• Certain concepts are held to be central to the mastery of a subject

• They have the following features:

▫ Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.

▫ Troublesome: Threshold concepts are likely to be troublesome for the student. e.gwhen it is counter−intuitive.

▫ Irreversible: They are difficult to unlearn.

▫ Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.

▫ Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.

▫ Discursive: Crossing of a threshold will incorporate an enhanced and extended use of language.

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Procedures

• Quality Assurance - AQA handbook http://www.governance.salford.ac.uk/page/aqa_handbook

• consistent, rigorous, transparent and reliable systems of assessment;

• equality of opportunity ... to demonstrate ability and achievement;

• the provision of reliable information and guidance.• Annual programme monitoring & enhancement• Periodic programme review & reapproval• New Academic Regulations for Taught Programmes 2010/11http://www.governance.salford.ac.uk/page/ARTP_2010-11

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National bodies

• Quality Assurance Agency (QAA)

▫ Frameworks for HE qualifications (FHEQ)-describe the achievement represented by higher education qualifications.

▫ Subject Benchmark statements for U/G

▫ Master's Degree Characteristics

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References• Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUP• Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay• Bourner, T & Flowers, S (1998) Teaching and Learning Methods in Higher Education: A Glimpse of the Future. Reflections on HE, pp.

77-102.• Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon: Routledge• Hussey, T. and Smith, P. (2002) The Trouble with Learning Outcomes, Active Learning 3 (3) 220-233• Hussey, T. and Smith, P. (2003) The Uses of Learning Outcomes, Teaching in Higher Education 8 (3) 357-368• Hussey, T. and Smith, P. (2008) Learning Outcomes: a conceptual analysis, Teaching in Higher Education 13 (1) 107-115• Knight, P. (2002) Being a Teacher in Higher Education Buckingham: SRHE/OUP• Knight, P. (2001) „Complexity and curriculum: a process approach to curriculum making‟ in Teaching in HE Vol 6 No 3 pp369-381.• Laurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology London:

Routledge• Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education London: PCP publishing• Nixon, J. (2001) Not without dust and heat: the moral bases of the new academic professionalism, British Journal of Educational

Studies, 49, 2. 173-186.• Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In:

Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.

• Ramsden, P. (1992) Learning to Teach in Higher Education London: Routledge.• Schon D. A. (1983) The Reflective Practitioner: How Professionals Think in Action New York: Basic Books. • Shulman, L.S. (1987) „Knowledge and teaching: foundations of the new reform‟ in Harvard Educational Review February 57 (1) pp.1-22. • Steeples, C, Jones, CR & Goodyear, P (2002) Beyond e-learning: a future for networked learning. In C Steeples and CR Jones (Eds)

Networked learning : principles and perspectives. London: Springer• Trigwell, K. (2001) Professionalism in the practice of teaching: the role of research ILT Conference - Keynote address University of York • Trigwell, K., Prosser, M., and Taylor, P. (1994) Qualitative differences in approaches to teaching first year university science, Higher

Education 27, • pp75-84. • Universities UK (2004) Towards a Framework of Professional Teaching Standards: Consultation Document.• http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/

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Resources:

• Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Learning

http://www.itslifejimbutnotasweknowit.org.uk/files/CPLHE/Learnng%20outcomes%20for%20busy%20academics.rtf

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looking back and next week

Today

• What did we do? What are you taking away?

Next week

• Using and experimenting

• Play a mixed-reality game

• Webinar on MONDAY!!!

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Designing

University of SalfordAcademic Developmentwww.adu.salford.ac.uk

Chrissi Nerantzi c.nerantzi@salford.ac.uk @chrissinerantziCraig Despard c.despard@salford.ac.uk

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Trigger 1: Is it fair?

“Like the content in the last sentences of the first chapter of Teaching for Quality Learning at University (Biggs and Tang) “Is it fair to Susan to divert resources from her in order to deal with Robert”. This was a question that was whirling in my head during the last few pages of the chapter and one I often ask myself in my own practice. ”

source: http://despard.wordpress.com/2012/02/08/65/

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Trigger 2: What is best?

“A teacher with limited time must decide how best to support each student. The left has traditionally argued „to each according to their need‟ and that a teacher should devote most time to supporting those who need it most. In contrast, the right has often argued for equality of distribution of resources, disregarding the inequality in existing resources and thus reinforcing it.”

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Trigger 3: I have to say...

“I have to say attendance has been quite poor recently, but the level of the students is quite good.”

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