Integrating Established Learning Theories Into Online Programs Learning Outcomes Assessment
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Oral Roberts University is refining its established, national award-winning learning outcomes assessment to ensure that the learning outcomes specifications and measurements are even more in parsimony with recognized theories of learning and intelligence. These outcomes are being measured across the board for online, blended, and traditional classroom courses.
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- 1. Marty Crossland, PhD Dean of ORU Online Campus Associate
Professor of MIS Oral Roberts University Tulsa, Oklahoma
Integrating Established Learning TheoriesInto Online Learning
Outcomes AssessmentUsing learning and intelligence theories
intelligently.Sloan-C International Conference on Online Learning,
October 29, 20091
- 2. Oral Roberts University Tulsa, Oklahoma (United States)
Established 1963 3000+ students, including 130 fully online 60+
degree programs Specialized accreditation in five schools:
Business, Education, Nursing, Engineering, & Theology 2
- 3. Assessment is major-league at ORU Institution-wide general
education outcomes Spiritually Alive Socially Adept Intellectually
Alert Physically Disciplined Professionally Competent ePortfolio
3
- 4. ORU nationally recognized in 2007 by theCouncil for Higher
Education Accreditation www.chea.org The accreditor of the
accreditors Four criteria for the award Articulation and evidence
of outcomes Success with regard to outcomes Information to the
public about outcomes Using outcomes for improvement 4
- 5. Student Learning Outcomes Proficiencies and Capacities
Biblical Knowledge Sensitivity to the Holy Spirit Spiritually Alive
Evangelistic Capability Ethical Behavior Critical Thinking
Information Literacy Intellectually Alert Global and Historical
Perspectives Aesthetic Appreciation Intellectual Creativity Healthy
Lifestyle Physically Disciplined Physically Disciplined Lifestyle
Communication Skills Interpersonal Skills Socially Adept
Appreciation of Cultural and Linguistic Differences Responsible
Citizenship Leadership Capacity Professionally Discipline-specific
according to Competent the Outcomes of each students major
program
- 6. For new distance programs:New courses are being designed
fromthe ground up with assessment in mind Purposeful instructional
design External curriculum standards, when available Assessment
artifacts reflect higher-order learning as discussed in Blooms
taxonomy Blooms Rose: (.pdf document) Use Desire2Learn Competencies
and Rubrics 6
- 7. What it looks like in Desire2Learn The competencies and
learning objectives specified for the institution Competency
Structures Competency (Gen Ed Outcome) Competency Sub-competency
Sub-competency (Proficiency) (Proficiency) Learning Objective
Learning Learning Learning Objective Objective Objective Activity
Activity Activity Activity Activity 7
- 8. The-chicken-or-the-egg questionStudent-centered
learning,orTeacher-centered learning?8
- 9. Preferred Learning StylesAuditory Visual
Kinestheticlistening and speaking Seeing and reading touching and
doingLearning Modality Preference Inventory,
1999,http://homepages.wmich.edu/~jmcgowan/CTE344/session3/Modalityinventory.pdf,(retrieved
October 20, 2009). 9
- 10. Successful IntelligenceAnalytical Creative Practical
problem solving idea generation constructive motivation Teaching
for Successful Intelligence (2nd ed.). R.J Sternberg and E.L.
Grigorenko. Corwin Press (SAGE Publications), 2007. 10
- 11. Multiple Intelligences 8 Ways of Knowing
Logical-Mathematical Verbal-Linguistic Visual-Spatial
NaturalistMultiple Intelligences Approaches to Assessment. David
Lazear. Zephyr Press, 1999.11
- 12. Multiple Intelligences 8 Ways of Knowing Musical-Rhythmic
Bodily-Kinesthetic Interpersonal IntrapersonalMultiple
Intelligences Approaches to Assessment. David Lazear. Zephyr Press,
1999.12
- 13. Howard Gardner on Multiple Intelligences
http://www.edutopia.org/howard-gardner-interview13
- 14. Learning Styles versusORU Whole Person Assessment Multiple
Successful PreferredORU Assessment Intelligences Intelligences
Learning Styles Outcome Theory Theory TheorySpiritually Alive
Intrapersonal, Analytical, Creative, Visual, Auditory,
Interpersonal, Practical Kinesthetic ?? NaturalistIntellectually
Alert Linguistic, logical- Analytical, Creative, Visual, Auditory,
Mathematical, Practical Kinesthetic Naturalist, Spatial,
(musical?)Socially Adept Linguistic, Analytical, Creative, Visual,
Auditory Intrapersonal, Practical interpersonalPhysically
Bodily-kinesthetic, Analytical, Creative, KinestheticDisciplined
(Spatial?) PracticalProfessionally All that apply to the
Analytical, Creative, Visual, Auditory,Competent chosen profession
Practical Kinesthetic
- 15. Summary ORU is continuing its strong progress in assessment
into new distance programs Online programs will receive the benefit
of: Prior experience in assessment New tools New thinking about
reasons and ways to do assessment Ground-up design of courses and
programs for assessment Assessment integration up, down, and across
the curriculum and organization is possible and practical
Integration of learning styles and intelligence theories into the
assessment model Very much still a work in progress 15
- 16. Thank you! Comments and suggestions are welcome! Dr. Marty
Crossland (918) 495-7003 mcrossland@oru.edu My Teaching With
Technology Blog: twt.oruonline.net This presentation:
www.slideshare.net/mcrossland16