Curricular Design Based in Learning Results€¦ · SEMINAR OF HIGHER EDUCATION Universidad Nacionale, Bogotá, Colombia ... Implement: transformation of the design into the product,

Curricular Design Based in

Learning Results

SEMINAR OF HIGHER EDUCATION

Universidad Nacionale, Bogotá, Colombia

12 July 2011

Doris R. Brodeur, Ph.D.

Massachusetts Institute of

Technology

[email protected]

mailto:[email protected]

2

Your Questions and Expectations

• As we begin the workshop, what questions

do you hope the workshop will answer?

• What are your expectations for this

workshop? In other words, what do you

hope to learn about, or learn how to do, or

form an opinion about.

• Write your questions and expectations on

an index card or Post-It.

• Share your questions and expectations with

the person sitting next to you.

3

Workshop Objectives

This introduction is designed so that you will be able to:

Recognize the need for curriculum change

Describe the purpose of curriculum that is based on outcomes

Explain what is meant by the context of professional education

Identify program learning outcomes and align them with mission, vision, and values

Engage stakeholders in the validation of program outcomes

4

The Need for Curriculum Change

• Focus on productivity, innovation, and entrepreneurship

• Recruitment and retention of students of diverse populations

• Changes in teaching and learning methodologies

• Competitiveness with other universities

• Recruitment of top academics

5

The Purpose of a Curriculum Centered

on Students and Focused on Outcomes

• To educate students to be more effective contributors and leaders

• To educate students to work in a more interdisciplinary manner

• To prepare students for increasing globalization

6

The Purpose of a Curriculum Centered

on Students and Focused on Outcomes (cont.)

• To increase awareness and response to environmental changes

• To prepare instructors and students for more experiential learning and project-based learning

• To enhance university-industry cooperation and knowledge exchangeCourtesy of MIT

7

Vision of a Renewed Curriculum

An education that stresses disciplinary knowledge set in the context of professional practice:

• A curriculum that is centered on students, multidisciplinary, and based on specified learning outcomes

• Featuring active and experiential learning, including a variety of project-based learning experiences

• Set in both classrooms and modern learning laboratories and workspaces

• Constantly improved through robust assessment and evaluation processes

8

The Learning Context:

Professional Practice

• A focus on the needs of customers, clients, and

patients

• Delivery of products, processes, and services

• Incorporation of inventions and new technologies

• Stewardship of the environment

• A focus on solutions, not disciplines

• Working with others and providing leadership in

technical endeavors

• Communicating effectively

• Working efficiently, within resources, and/or profitably

9

Example: A Learning Context

for Engineering -- CDIO

Conceive: customer needs, technology, enterprise strategy, regulations; and conceptual, technical, and business plans

Design: plans, drawings, and algorithms that describe what will be implemented

Implement: transformation of the design into the product, process, or system, including manufacturing, coding, testing and validation

Operate: the implemented product or process delivering the intended value, including maintaining, evolving and retiring the system

10

Example: A Learning Context for

Business -- PDOC

Planeación

Organización

Dirección

Control

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are needed to see this picture.

11

Benefits of Learning in Context

Increases retention of new knowledge and skills

Interconnects concepts and knowledge that build on each other

Communicates the rationale and relevance of what students are learning

Enables students to build their own frameworks for learning

Learning in the context of professional

practice

12

Reflection and Sharing:

Needs, Purposes, and Context

1. What specific needs and purposes are motivating you (or have motivated you) to make changes in your programs? (see slides #4-7)

2. How would you explain what is meant by the context of an education to a colleague who is not here today? (see slides #8-11)

13

Rating The Challenges

What are your main challenges to designing and implementing a curriculum

that is centered on students and focused on outcomes?

CHALLENGE ABIG

CHALLENGE

BMODERATE

CHALLENGE

CNOT SO

DIFFICULT

Identifying and validating learning

outcomes of the curriculum

Persuading faculty to include

personal and professional skills in

the curriculum

Enhancing faculty competence in

teaching and assessment methods

Providing relevant experiences for

students in a cost-effective way

Sustaining enthusiasm for curriculum

reform beyond the initial stages

14

A Curriculum Design Model

C

D

I

O

LEARNINGOUTCOMES

(CDIOSYLLABUS )

STAKE-HOLDER

INPUT

STRUCTURE,SEQUENCE,

MAPPING

CURRICULUM AND INSTRUCTIONALSUPPORT

CURRICULUMEVALUATION

EXTERNALEVALUATION

CRITERIA

BENCHMARKEXISTING

CONDITIONS

GOALS

CDIOSKILLS

TEACH INGMETHODS

FACILITIES

CON-STRAINTS

COURSES

LEARN INGACTIVITIES

CO-CURR ICULAREXPERIENCES

WORKSPACES FACULTYDEVELOPMENT

CURR ICULUM IMPROVEMENT

15

Competency

A combination of skills, abilities, and knowledge

needed to perform a specific task

The result of integrative learning experiences in which

skills, abilities, and knowledge interact to form learning,

e.g., analyzing, organizing, and processing information

Competencies within different contexts may require

different sets of skills and knowledge

16

Examples of 21st-Century Competencies

Attitudes and Personal Characteristics

Adaptability, flexibility, resiliency, ability to accept ambiguity

Creativity

Empathy

Positive attitude, good work ethic, ability to self-manage

Reliability, dependability

Responsibility, honesty, integrity

Essential Skills

Computer skills

Interpersonal skills, team skills

Numeracy and computation skills

Speaking and listening

Writing

Paulson, K. (2001). Using competencies to connect the workplace and

postsecondary education. New Directions for Institutional Research, n 110,

Summer 2001, 41-54.

17

Examples of 21st-Century Competencies (cont.)

Applied Skills

Application of technology to tasks

Critical thinking

Customer contact skills

Information use skills

Presentation skills

Problem recognition-definition-solution formulation

Reasoning

Premium Skills

Ability to understand organizational and contextual issues (legal, environmental)

Basic resource management, ability to work with budgets

Ethics

Foreign language fluency

Globalism, internationalism skills

Negotiation skills

Project management and supervision

Systems thinking

18

Objectives and Outcomes

Objective

The target of instruction

More general than an outcome

Often written at a program level

Outcome (result)

What the learner will know, be able to do,

and/or have an opinion about as a result of

instruction

More specific than an objective

Sometimes called “intended learning

outcome”

19

Central Question

What knowledge, skills

and attitudes should

students possess as

they graduate from

your programs?

20

Program Outcomes Derived From

Needs, Vision, Goals, and Values

Needs Vision

Goals and

Objectives Values Program

Outcomes

21

Effective statements of

program and learning outcomes ...

1 Are student-focused

2 Focus on the learning resulting from a program

3 Reflect the institution’s mission and the values it represents, and are in alignment at course, academic program, and institutional levels

4 Focus on skills and abilities central to the discipline and based on professional standards

5 Are general enough to capture important learning, but clear and specific enough to be measurable

6 Focus on aspects of learning that will develop and endure but that can be assessed in some form now

22

Example: Program Outcomes in Engineering

1.0 Technical

Knowledge and

Reasoning

1.1

1.2

1.3

Demonstrate a capacity to use the principles of the

underlying sciences

Apply the principles of fundamental engineering

science

Demonstrate a capacity to apply advanced

engineering knowledge in the professional areas of

engineering

2.0 Personal

and

Professional

Skills and

Attributes

2.1

2.2

2.3

2.4

2.5

Analyze and solve engineering problems

Conduct investigations and experiments about

engineering problems

Think systemically

Demonstrate personal habits that contribute to

successful engineering practice

Demonstrate professional habits that contribute the

successful engineering practice

23

Example: Program Outcomes in Engineering (cont.)

3.0

Interpersonal

Skills

3.1

3.2

3.3

Lead and work in groups

Communicate effectively

Communicate effectively in one or more foreign

languages.

4.0

CDIO

4.1

4.2

4.3

4.4

4.5

4.6

Recognize the importance of the social context in

the practice of engineering

Appreciate different enterprise cultures and work

successfully in organizations

Conceive and develop engineering systems

Design complex engineering systems

Implement processes of hardware and software

and manage the implementation process

Operate complex systems and processes and

manage operations

24

1 TECHNICAL KNOWLEDGE AND REASONING1.1. KNOWLEDGE OF UNDERLYING

SCIENCES1.2. CORE ENGINEERING FUNDAMENTAL

KNOWLEDGE

1.3. ADVANCED ENGINEERINGFUNDAMENTAL KNOWLEDGE

2 PERSONAL AND PROFESSIONAL SKILLSAND ATTRIBUTES2.1. ENGINEERING REASONING AND

PROBLEM SOLVING2.1.1. Problem Identif ication and Formulation

2.1.2. Modeling2.1.3. Estimation and Qualitative Analysis2.1.4. Analysis With Uncertainty2.1.5. Solution and Recommendation

2.2. EXPERIMENTATION AND KNOWLEDGEDISCOVERY

2.2.1. Hypothesis Formulation2.2.2. Survey of Print and Electronic

Literature2.2.3. Experimental Inquiry2.2.4. Hypothesis Test, and Defense

2.3. SYSTEM THINKING2.3.1. Thinking Holistically2.3.2. Emergence and Interactions in

Systems2.3.3. Prioritization and Focus

2.3.4. Tradeoff s, Judgment and Balance inResolution

2.4. PERSONAL SKILLS AND ATTITUDES2.4.1. Initiative and Willingness to Take

Risks2.4.2. Perseverance and Flexibility2.4.3. Creative Thinking2.4.4. Critical Thinking2.4.5. Awareness of OneÕs Personal

Knowledge, Skills, and Attitudes2.4.6. Curiosity and Lifelong Learning2.4.7. Time and Resource Management

2.5. PROFESSIONAL SKILLS ANDATTITUDES

2.5.1. Prof essional Ethics, Integrity,Responsibility and Accountability

2.5.2. Prof essional Behavior

2.5.3. Proactively Planning f or OneÕs Career2.5.4. Stay ing Current on World of Engineer

3 INTERPERSONAL SKILLS: TEAMWO RK ANDCOMMUNICATION3.1. TEAMWORK

3.1.1. Forming Ef fective Teams3.1.2. Team Operation

3.1.3. Team Growth and Evolution3.1.4. Leadership3.1.5. Technical Teaming

3.2. COMMUNICATION3.2.1. Communication Strategy3.2.2. Communication Structure3.2.3. Written Communication3.2.4. Electronic/Multimedia Communication

3.2.5. Graphical Communication3.2.6. Oral Presentation and Interpersonal

Communication

3.3. COMMUNICATION IN FOREIGNLANGUAGES

3.3.1. English3.3.2. Languages within the European Union3.3.3. Languages outside the European

Union

4 CONCEIVING, DESIGNING, IMPLEMENTINGAND OPERAT ING SYSTEMS IN THEENTERPRISE AND SOCIETAL CONTEXT4.1. EXTERNAL AND SOCIETAL CONTEXT

4.1.1. Roles and Responsibility of Engineers4.1.2. The Impact of Engineering on Society

4.1.3. SocietyÕs Regulation of Engineering4.1.4. The Historical and Cultural Context4.1.5. Contemporary Issues and Values4.1.6. Developing a Global Perspective

4.2. ENTERPRISE AND BUSINESS CONTEXT4.2.1. Appreciating Dif ferent Enterprise

Cultures4.2.2. Enterprise Strategy, Goals and

Planning4.2.3. Technical Entrepreneurship4.2.4. Working Successfully in Organizations

4.3. CONCEIVING AND ENGINEERINGSYSTEMS

4.3.1. Setting System Goals andRequirements

4.3.2. Defining Function, Concept and

Architecture4.3.3. Modeling of System and Ensuring

Goals Can Be Met4.3.4. Development Project Management

4.4. DESIGNING4.4.1. The Design Process4.4.2. The Design Process Phasing and

Approaches4.4.3. Utilization of Knowledge in Design

4.4.4. Disciplinary Design4.4.5. Multidisciplinary Design4.4.6. Multi-objective Design

4.5. IMPLEMENTING4.5.1. Designing the Implementation Process4.5.2. Hardware Manufacturing Process4.5.3. Software Implementing Process4.5.4. Hardware Sof tware Integration

4.5.5. Test, Verification, Validation andCertification

4.5.6. Implementation Management4.6. OPERATING

4.6.1. Designing and Optimizing Operations4.6.2. Training and Operations4.6.3. Supporting the System Lifecycle4.6.4. System Improvement and Evolution

4.6.5. Disposal and Life-End Issues4.6.6. Operations Management

Topics in the

CDIO Syllabus

3rd level of detail

25

Topics in the CDIO Syllabus4th level of detail

26

Topics in the CDIO Syllabus4th-level of detail (as learning outcomes)

2.0 PERSONAL AND PROFESSIONAL SKILLS AND ATTRIBUTES

2.1 ENGINEERING REASONING AND PROBLEM SOLVING

2.1.1 Problem Identification and Formulation

Evaluate data and symptoms

Analyze assumptions and sources of bias

Examine issue prioritization in context of overall goals

Formulate a plan of attack (incorporating model, analytical and numerical solutions, qualitative analysis, experimentation and consideration of uncertainty)

2.1.2 Modeling

Employ assumptions to simplify complex systems and environment

Choose and apply conceptual and qualitative models

Choose and apply quantitative models and simulations

2.1.3 Estimation and Qualitative Analysis

Estimate orders of magnitude, bounds, and trends

Analyze tests for consistency and errors (limits, units, etc.)

Demonstrate the generalization of analytical solutions

27

Activity: Comparing Program Outcomes

Using the CDIO Syllabus, examine the topics or

competencies at the 2nd-level of detail (2.1, 2.2, etc.)

Circle the ones that are included in your respective

programs.

How would these competencies look as intended learning

outcomes? (see slides #22, #23, #26 for examples)

In what ways do these statements meet the criteria listed

on slide #21?

Share your observations with a colleague near you.

28

Validation With Key Stakeholders

Stakeholders are individuals or groups who share an interest, and have an investment, in graduates of a particular program. They benefit from the program’s success, and hold programs accountable for results.

Methods to get stakeholder input

• Interviews

• Focus-group discussions

• Surveys

• Peer review

• Workshops

FOCUS GROUP



29

Example: Validation of CDIO Program Outcomes

1

1.5

2

2.5

3

3.5

4

4.5

5

2.1

Eng

inee

ring

Rea

son

2.2

Exp

erim

enta

tion

2.3

Sys

tem

s Thi

nking

2.4

Per

sona

l Attr

ibut

es

2.5

Pro

fess

iona

l Attr

ibut

es

3.1

Team

wor

k

3.2

Com

mun

icat

ion

4.1

Soc

ieta

l Con

text

4.2

Bus

ines

s Con

text

4.3

Con

ceiving

4.4

Des

ign

Pro

cess

4.5

Impl

emen

ting

4.6

Ope

ratin

g

Faculty

Industry

Y. Alum

O. Alum

Massachusetts Institute of Technology

Expose

Participate

Understand

Practice

Skillfully

Lead or

Innovate

30

KTH

1,0

1,5

2,0

2,5

3,0

3,5

4,0

4,5

5,0

2.1

Eng

ng R

easo

ning

2.2

Exp

erim

enta

tion

2.3

Sys

tem

s Thi

nking

2.4

Per

sona

l Attr

ibut

es

2.5

Pro

fess

iona

l Attr

ibut

es

3.1

Team

wor

k

3.2

Com

mun

icat

ion

3.3

Forei

gn L

angu

ages

4.1

Soc

ieta

l Con

text

4.2

Bus

ines

s Con

text

4.3

Con

ceivin

g

4.4

Des

ign

Pro

cess

4.5

Implem

entin

g

4.6

Ope

ratin

g

Le

ve

l o

f p

rofi

cie

nc

y

Professional

1st year students

4th year students

Kungliga Tekniska Högskolan (KTH), Stockholm


*

* missing data

31


2.1 Eng. Reasoning and Problem Solving

2.2 Experimenting and Knowledge Discovery

2.3 System Thinking

2.4 Personal Skills

2.5 Professional Skills & Attitudes

3.1 Teamwork and Leadership

3.2 Communications

4.1 External & Societal Context

4.2 Enterprise & Business Context

4.3 Conceiving

4.4 Designing

4.5 Implementing

4.6 Operating

Proficiency / Importance

1 2 3 4 5

Queen’s University Belfast

32

Example:

Scales for Validating Program Outcomes

For knowledge and skills

1. Is aware of

2. Can explain

3. Can apply

4. Skilled in the practice of

5. Can lead or innovate in

For attitudes and values

1. Is aware of

2. Motivated to accept the value of

3. Internalizes the value of

4. Acts consistently in accordance with the value

5. Can persuade others to accept the value

33

Q. Which of the following does NOT describe a

curriculum that is focused on outcomes?

1. Required performances are specified and agreed to by program stakeholders

2. Focus is on students’ knowledge, skills, and attitudes as a result of the education

3. Emphasis is on the instructor’s teaching methods

4. Requires that students show evidence of achievement of learning outcomes

34

Summary: How much progress are you making

toward the workshop objectives?

A

Little or no

progress

B

Some

progress

C

Very good

progress

Can explain the meaning of

competency, objective, and

outcome

Can align program learning

outcomes with mission, vision,

objectives, and values

Can write program outcomes at

two or three levels of detail

Can assist in defining and

validating outcomes for my

program

Criteria to Design Curriculum

in Higher Education



13 July 2011



Technology

[email protected]


2

Review:


• Review the questions and

expectations that you wrote

yesterday’s workshop.

• Which questions have been

answered?

• Which questions remain?

• Have your expectations changed?

• If time permits, share your

questions and expectations with


3

Workshop Objectives

This workshop is designed so that you will be able to

Plan ways to benchmark an existing curriculum

Explain the rationale for an integrated curriculum

Describe the process for designing and implementing an integrated curriculum

Identify the key questions that guide curriculum evaluation

Describe a variety of methods that provide evidence of program quality

4


C

D

I

O

LEARNINGOUTCOMES

(CDIOSYLLABUS )

STAKE-HOLDER

INPUT

STRUCTURE,SEQUENCE,

MAPPING



EXTERNALEVALUATION

CRITERIA

BENCHMARKEXISTING

CONDITIONS

GOALS

CDIOSKILLS

TEACH INGMETHODS

FACILITIES

CON-STRAINTS

COURSES

LEARN INGACTIVITIES




5

Benchmarking Existing Conditions

Benchmark the existing curriculum for the

inclusion of desired competencies or

learning outcomes

Benchmark existing teaching, learning,

and assessment practices

Benchmark the availability and use of

existing learning spaces and facilities

6

Benchmarking

Methods

Interviews

Focus groups

Written questionnaires or

surveys

Comparative studies with peer

institutions

Examination of “best practice”

programs

Reviews of published data



7

Benchmarking the Curriculum

• Seek input from instructors and academic staff about the learning outcomes that are already included in the curriculum

• Classify the extent of inclusion, for example:– Introduce (I): spend a little time; no explicit learning

outcome, assignment, or grading – Teach (T): included in a required activity; there is a

related learning outcome; students practice and receive feedback

– Apply (A): assumes that students possess this skill, and uses it to reach some other learning outcome

8

Sample: Benchmarking Tools

Sample #1

FOCUS: Benchmarking the inclusion of program outcomes in the curriculum

METHOD: Structured interviews and surveys

RESPONDENTS: Faculty and academic staff

KEY QUESTIONS: To what extent are each of the program outcomes included in your course? Do you introduce or teach them? Do you apply or use them?

Sample #2

FOCUS: Benchmarking the teaching of program outcomes at the course or module level

METHOD: Open-ended interviews

RESPONDENTS: Faculty and academic staff

KEY QUESTIONS: Which program outcomes do you address? What do you expect students to have learned prior to your course? How do students get feedback on their learning, and how do they use that feedback?

9

Sample: Benchmarking of Teaching Practices

Teaching and

Assessing Practice

Course

#1

Course

#2

Course

#3

Course

#4

Pre-class homework x x

Concept questions x x

Muddy cards x x

Demonstrations x x x

Cooperative groups x x x

Oral presentations x x

Peer assessment x x x

Portfolios x x

Technical reports x x x

10

Benchmarking the Learning Environment

Concept

Forum

Implement

Lab

Design

Center

Operations

Center

Network

Storage

Personal

Communications

Learning

Resources

Social

Exhibits

Example: A Workspace for Engineering

11


C

D

I

O

LEARNINGOUTCOMES

(CDIOSYLLABUS )

STAKE-HOLDER

INPUT

STRUCTURE,SEQUENCE,

MAPPING



EXTERNALEVALUATION

CRITERIA

BENCHMARKEXISTING

CONDITIONS

GOALS

CDIOSKILLS

TEACH INGMETHODS

FACILITIES

CON-STRAINTS

COURSES

LEARN INGACTIVITIES




12

Curriculum Design Components

Program learning outcomes aligned with mission, vision, objectives and values, and validated by program stakeholders

Curriculum structure organized around the disciplines, with skills and projects interwoven

Sequences of learning experiences

Mapping of personal, interpersonal and professional competencies onto the curriculum structure

Integration of personal, interpersonal and professional competencies into courses

13

Sample Curriculum Structures

A strict

disciplinary

curriculumOrganized around

disciplines, with no explicit

introduction of skills

An apprenticeship

modelBased on projects, with no

organized introductions of

disciplines

A problem-based


problems, but with

disciplines interwoven

An integrated


disciplines, but with

skills and projects

interwoven

(Disciplines run vertically; projects and skills run horizontally.)

14

Sample Course Linkages

Conventional

Simultaneous

Sequential

Bus or

Backbone

Block

Linked/merged

Time

15

Sequencing The Curriculum

Course

(black box)

INPUT:

Previous

knowledge

and skills

OUTPUT:

”Final” learning

outcomes or

competencies

Input to next courses

in the sequence

All courses or modules in the program are presented

through their input and output only• Enables efficient discussions

• Makes connections visible (as well as lack thereof)

• Serves as a basis for improving coordination between

courses

THE BLACK-BOX

EXERCISE

16

Methods to Integrate Learning Outcomes

For each outcome, identify specific tasks.

Decide the best sequence to teach each task, from simplest to most complex activities

Interview course instructors to determine which learning outcomes are already included in their courses

17

Methods to Integrate Learning Outcomes (cont.)

Assign each task or learning outcome to specific courses in the curriculum.

• More than one course can include a specific task.

• Some courses will not have any tasks for a specific learning outcome.

Look at the curriculum as a whole to see if you are introducing and teaching a learning outcome before you expect students to use the skills.

Create a matrix to summarize the integration of the learning outcomes into the courses in the curriculum for each program, including common courses.

18

Sample Sequence: Critical Thinking

1. Articulate the critical thinking process

2. Identify assumptions, criteria, and evidence to make informed decisions

3. Evaluate alternative perspectives, contexts, and the quality of evidence in making informed judgments

4. Examine and cultivate a personal value system to make informed decisions

19

Sample Sequence:Effective Communication

1. Write short, individual structured reports; create sketches, charts, and simple graphics; practice simple interpersonal communications

2. Write and present individual or small-group short reports, e.g., lab reports; create discipline-specific graphics

3. Write large individual or collaborative reports of conference quality; present collaborative oral reports or conference quality; use appropriate research resources; implement appropriate communication strategies based on the requirements of diverse audiences

4. Write large collaborative reports for technical briefings; present collaborative oral technical briefings; use appropriate research resources; implement appropriate communication strategies based on the requirements of diverse audiences

20

Sample Sequence: Leading and Working in Teams

1. Organize small short-term teams; teach simple planning, scheduling, and facilitation; introduce team evaluation and problem-solving

2. Organize small short-term to semester-long teams; teach team evaluation and problem-solving

3. Organize medium-sized project teams for half to a full semester; require deliverables from teams

4. Organize larger project teams for a full, or multiple semesters, focused on deliverables; teach leadership skills, complex negotiations, evaluation and problem solving

21

Sample: Integrated Curriculum Design

Asignatura I E A I E A I E A I E A I E A I E A I E A I E A I E A I E A I E A

Algebra x x x x x x

Administracion 1 x x

Español x

Ofimatica 1 x

Geomet. Trigonom.

Intro. Ing. Industrial

Historia de Honduras x x

Ofimatica 2 x

Calculo 1 Diferencial x

Quimica General

Sociologia x x x x x

Ofimatica 3 x x

Calculo 1 Integral x x

Analisis Contable 1 x

Elect. Arte/Deporte x

Idioma 1 x x x

Calculo 2 Geom. Analit. x x x x x x

Algebra Lineal

Mercadotecnia 1 x x x x

Idioma 2 x

Ecuac. Diferenciales x

Analisis Contable 2 x

Fisica 1 x x x

Idioma 3 x x

Estad. Matematica 1 x x

Dibujo Tecnico x x

Fisica 2

Idioma 4

Habilidades y Atributos Personales2.7 2.8 2.9 2.102.1 2.2 2.3 2.4 2.5 2.6 2.11

Universidad Tecnológica Centroamericana (UNITEC), Honduras

22

Sample: Integrated Curriculum Design

Unified Core PAS Capstone Courses

Massachusetts Institute of Technology

23

Resources for Curriculum Design

Faculty Planning Time

2 to 4 daylong retreats per year

1/4 release from workload per semester

Leader Time

1/2 workload at least for the first two years

Financial Resources

Instructional support staff (curriculum, instruction, assessment)

Graduate and undergraduate teaching assistants

External consultants

24

Exercise: Curriculum Mapping

Work in groups of 3 or 4 from different program areas

Each group is assigned a part of the list of learning outcomes for a specific program

Each group will allocate its respective outcomes to the courses in the program

When that task is complete, the whole group will collect the groups’ allocations and map them onto the courses in the program

25

Checkpoint: Agree Or Disagree?SD = Strongly Disagree; D = Disagree; N = Neither disagree nor agree;

A = Agree; SA = Strongly Agree

SD D N A SA

An integrated curriculum design process can be

carried out in many different ways.

Program leader support and resources are

desirable, but not required.

Support and commitment for the change process

are needed from all stakeholder groups.

Active student participation in all phases fosters

creative ideas and facilitates implementation.

Monitoring of programs and achievements needs

to be regular and consistent.

26


C

D

I

O

LEARNINGOUTCOMES

(CDIOSYLLABUS )

STAKE-HOLDER

INPUT

STRUCTURE,SEQUENCE,

MAPPING



EXTERNALEVALUATION

CRITERIA

BENCHMARKEXISTING

CONDITIONS

GOALS

CDIOSKILLS

TEACH INGMETHODS

FACILITIES

CON-STRAINTS

COURSES

LEARN INGACTIVITIES




27

Key Questions

What are the criteria of success for each important area, that is, what does a good example look like?

What evidence will tell you that you are doing well in each key area?

What kind of evidence (data) will persuade key stakeholders?

How should the evidence be summarized for different stakeholder groups?

28

Examples Of Evidence

Institutional Mission, Vision,

Objectives, and Value

Mission statement

Faculty and students who can

articulate mission

Program Learning Outcomes

Program learning outcomes

Validation for content and

proficiency levels with key

stakeholders

Integrated Curriculum

Documented plan integrating

personal and professional skills

Inclusion of personal and

professional skills in courses

Student acquisition of essential

skills

High student interest in their

chosen career area

Two or more project-based

courses in the curriculum

Co-curricular opportunities

29

Examples Of Evidence (cont.)

Teaching and Learning

Experiences

Evidence of personal and

professional skills and

disciplinary skills in learning

experiences

Successful implementation of

active learning methods

High levels of student

achievement and satisfaction

Engineering Workspaces

Adequate spaces and engineering tools

High levels of satisfaction with workspaces

30

Examples Of Evidence (cont.)

Faculty Development

Commitment of resources to

faculty development

Majority of faculty with

competence in personal and

professional skills

Majority of faculty with

competence in teaching and

assessment methods

Learning Assessment

Assessment methods matched

to learning outcomes

Successful implementation of

assessment methods

Program Evaluation

Documented continuous

improvement process

Evidence of data-driven

changes

31

Program

Entry

Continuous

Improvement

Program

Exit

Data-Based Curriculum Improvement

Evaluation Methods for Continuous

Curriculum Improvement

Curriculum

Plan and

Design

Validation

With Key

Stakeholders

Institutional

Self-Studies

Baseline Skill

Assessment

Admission

Reports

Diagnostic

Tests

Curriculum

Mapping

Baseline

Interviews

Senior Exit

Interviews

Senior

Surveys

Portfolio

Assessment

Course-

Embedded

Assessment

Alumni

Surveys

Workspace

Usage

Reports

Instructor

Reflective

Memos

Student

Ratings of

Instruction

Resource

Allocation

Studies

32

Instructor Reflective Memos

To what extent were you able to integrate the personal and professional skills specified in the curriculum plan?

What teaching and assessment methods did you use and what evidence indicates these methods were successful or not?

How well did students perform on each of the course learning outcomes?

What actions actions do you recommend to improve this course in the future?

To whom have you forwarded this memo?

33

Checklist for Evaluating

Outcomes-Based Curriculum

Faculty Preparation

Have faculty been oriented to the shift from teacher-centered delivery to student-centered delivery?

Have faculty been involved in conceptualizing, identifying, and delivering program outcomes?

Have faculty received trained in writing learning outcomes that are measurable?

Can faculty implement classroom assessment techniques to evaluate student learning?

Voorhees, A. B. (2001). Creating and implementing competency-based learning

models. New Directions for Institutional Research, n 110, Summer 2001, 83-95.

34


Outcomes-Based Curriculum (cont.)

Model Preparation

Does the model relate to and further the institution’s stated mission?

How do industry-related outcomes draw from state and national standards and credentials?

Does the institution have a publicized statement on expectations of student learning? If so, are program outcomes aligned with that statement?

Are the program outcomes assessable?



35



Student Advisement

How are learners trained or oriented to a student-

centered, outcomes-based paradigm?

Are learners aware of how they may import their

preexisting competencies into the model?

Are learners encouraged to monitor their own progress

in developing the expected program outcomes?

Voorhees, A. B. (2001). Creating and implementing competency-based

learning models. New Directions for Institutional Research, n 110, Summer

2001, 83-95.

36



Administration

Is there commitment at the top of the organization to the

model?

Are adequate resources available to implement and

sustain the model?

How will the program outcomes be recorded?

What steps have been taken with other organizations

and entities to ensure that competencies are portable?

What mechanisms are in place for evaluation?



37

Summary Discussion

How do you use evaluation results to

improve curriculum, teaching and

learning, student and instructor

satisfaction, and learning spaces in your

programs?

What would be the major impact of

implementing a curriculum centered on

students and focused on outcomes?

Active and Experiential Learning

in Higher Education



14 July 2011



Technology

[email protected]


2


• As we begin the workshop, what questions

do you hope the workshop will answer?

• What are your expectations for this

workshop? In other words, what do you

hope to learn about, or learn how to do, or

form an opinion about.

• Write your questions and expectations on

an index card or Post-It.

• Share your questions and expectations with


3

Workshop Objectives


Define course content in such a way that it focuses on key concepts

Recognize the importance of engaging students in their own learning

Select and use a variety of teaching and learning methods

Align teaching and learning methods with the intended learning outcomes of the course

4

Describe

LearnersDescribe

Learning

Environment

Design

Learning

Experiences

Define

Instructor

Roles

Evaluate and

Improve Course

Plan

Learning

Assessment

Define

Content

Specify

Learning

Outcomes

Conduct

Course &

Assess

A Course Design Model

DRB 07/29/09

5

Describing the Course

What is the context related

to professional practice?

What is the overall goal or

purpose of the course?

Who is the target

audience?

Where does this course fit

in the curriculum or

program?

Courtesy of the University of Chile

6

Concepts

A set of specific objects, symbols, or events that are grouped

together on the basis of shared characteristics and can be

referenced with a particular name or symbols

Concrete concepts: ideas of common objects or object

qualities, e.g., water, flower, elliptical, smooth

Abstract concepts: rules that classify objects or events,

e.g., function, genre, epoch, acceleration

7

Activity: Identifying Concepts

Write two examples of concepts

from your teaching area

Say if the concept is concrete or

abstract

Share your concepts with others

seated near you, explaining why

you think the word or phrase

represents a concept.

8

Conceptual Understanding

Worth being

familiar with

Important to

know and do

Enduring

conceptual

understanding

Adapted from Wiggins & McTighe, 2005

9

Enduring Conceptual Understanding

Represents a “big idea”

having lasting value beyond

the classroom

Resides at the heart of the

discipline

Requires “uncoverage” of

misconceptions

Offers potential for engaging

students

Understanding is considered enduring if the concept:

10

Activity:

Enduring Conceptual Understanding

Using the four criteria on

the previous slide, identify 4

or 5 concepts from your

course, which are worthy of

enduring conceptual

understanding

Discuss your choices with a

person sitting near you

11

Intended Learning Outcomes

What concepts and principles will students know as a result?

Which skills, processes, and procedures will they be able to do?

What attitudes and attributes will students deepen or come to value?

Courtesy of MIT

12

Describing Learners

STUDENT TEACHER EXAMPLES

Stage 4 Self-directed Consultant,

Delegator

Internship, dissertation, individual work

or self-directed study group.

Stage 3 Involved Facilitator Discussion facilitated by teacher who

participates as equal. Seminar. Group

projects.

Stage 2 Interested Motivator,

Guide

Inspiring lecture plus guided discussion.

Goal-setting and learning strategies.

Stage 1 Dependent Authority,

Coach

Coaching with immediate feedback. Drill.

Informational lecture. Overcoming

deficiencies and resistance.

Adapted from Grow, 1991

13

Defining Instructor Roles

T1

Authority,

Expert

T2

Salesperson,

Motivator

T3

Facilitator

T4

Delegator

S4

Self-Directed

Learner

Severe

MismatchMismatch Near Match Match

S3

Involved

Learner

Mismatch Near Match Match Near Match

S2

Interested

Learner

Near Match Match Near Match Mismatch

S1

Dependent

LearnerMatch Near Match Mismatch

Severe

Mismatch

Adapted from Grow, 1991

14

Designing Learning Experiences

What are the activities in

which students will

engage?

What tasks are students

expected to accomplish?

What projects will

students be working on?

15

Active and Experiential Learning

ACTIVE LEARNING

Engages students directly in

thinking and problem solving

activities

Emphasis is on engaging students

in manipulating, applying,

analyzing, and evaluating ideas

Examples:

Pair-and-Share

Group discussions

Debates

Concept questions

EXPERIENTIAL LEARNING

Active learning in which students take

on roles that simulate professional

engineering practice

Examples:

Design-implement experiences

Problem-based learning

Simulations

Case studies

16

Rationale for Active Learning:

Constructivism

What is learned is a function of

the goals, content, context, and

activity of the learner

Students build their own internal

frameworks of knowledge upon

which they “attach” new ideas

Cognitive conflict is the stimulus

for learning

17


Metacognition

Knowing about knowing affects

learning

Students are encouraged to

think critically and monitor their

understanding

Students reflect not only on

what they know, but on how

they know it

18


Social Negotiation

Social and cultural factors

affect learning

Knowledge evolves through

social negotiation and

evaluation of the viability of

individual understandings

Collaboration promotes

project-based learning

19

Constructive Alignment

Teaching

and

Learning

Activities

Learning

Assessment

Learning

Outcomes

What should students

know or be able to do

as a result of the

course?

What activities are

appropriate for

students in order

to achieve the

intended learning

outcomes?

How can students

demonstrate that

they have achieved

the desired

outcomes?

20

Examples of

Methods That Engage Learners

2. Concept

Questions

6. Pre-Class

Readings &

Homework

5. Case Studies

and Simulations

3. Cooperative

Learning

Learning

Outcomes

1. Muddiest-Part-

of-the-Lecture

Cards

4. Project-Based

Learning

21

1. Muddiest-Part-of-the-Lecture

What is still “clear as mud” to you?

What would help you to understand the key concepts

that were presented today?

22

2. Concept Questions

Focus on a single concept

Are not solvable by relying solely on equations

Reveal common difficulties with the concepts

Have several plausible answers based on typical student misunderstandings

23

Sample Concept Question

Q. To maximize endurance, an

airplane must fly in a manner that

1. Minimizes drag

2. Maximizes drag

3. Maximizes the lift/drag ratio

4. Maximizes power available

5. Minimizes power required

Courtesy of MIT

24


Q. Which of the following words or

phrases is an example of a

concept?

1. Ten degrees Celsius

2. Predicting an earthquake

3. Rotation of the earth

4. Constructing a flow chart

5. None of the above

25


1 A belief in the value of building products for a better society

2 An extension of the behaviorist approach to teaching and learning

3 A principle that argues that students build their own frameworks of knowledge

4 I have no idea

Q. Constructivism can best be described as

26

Q. If you believe that metacognition is

important, you would provide

1 Lecture notes to students before class

2 Opportunities for students to reflect on

their learning

3 Learning environments that promote

collaboration

4 I have no idea


27

Q. Social negotiation promotes learning

because students

1 Have opportunities to evaluate their own understandings

2 Are placed in situations with students they wouldn’t otherwise meet

3 Learn the principles of workplace negotiations

4 I have no idea


28

Using Concept Questions(see the work of Eric Mazur)

Pose a selected-response format question, e.g.,

multiple choice, true-or-false

Ask students to indicate their answers, e.g., show-of-

hands, color index cards, electronic response system

If majority have the correct answer, give a brief

explanation, then move on

If majority have incorrect answers, clarify, e.g, have

students discuss with partners, give detailed

explanation

Take another poll of students’ answers

29

Electronic Response Systems

Response Distribution Using

Personalized Response System

30

Benefits of Concept Questions

Easily incorporated into lectures

Obtain immediate feedback on the level of class understanding

Extend concepts in new directions

Give students practice in using terminology and concepts

Confront common misconceptions

Enhance teamwork and communication skills

Improve class participation and motivation

31

Activity:

Creating Concept Questions

Select a few concepts from your concept map

Write a concept question in a multiple-choice format for each concept

Share your concept questions with a partner

If time permits, use your concept questions with the whole group

Concept

Concept Concept

Concept

32

3. Elements of Cooperative Learning

Positive

interdependence

Face-to-face

interaction

Individual and group

accountability

Interpersonal and

small-group skills

Group processingCourtesy of DTU

33

Method: Jigsaw

Divide the class into groups of three or four. These are students’ base

groups.

Within each group, count out the number of concepts or processes to

be learned.

Students move to the group with all the same number, e.g., all the 1’s

together. These are the expert groups.

In the expert group, students discuss the assigned concept. They

decide how they will teach this concept to their base groups. They can

use sketches and examples to clarify the concept.

Students return to their base groups and teach their concept to the

whole base group.

When all groups have learned all the concepts, check for

understanding.

34

4. Project-Based Learning

• Student-centered and self-directed

• Organized around real-world problems

• Focused on authentic skills

• Collaborative

• With faculty as facilitators

Courtesy of MIT

35

Designing Project-Based Learning

What is the context of the

PBL experience?

What is the overall goal or

purpose?

Who is the target audience?

Where does this experience

fit in the curriculum or

program?

What is the project’s level of

complexity?



36

Levels Of Complexity

Increasing Complexity

Activity I-O D-I-O C-D-I-O

Structure Structured Unstructured

Solution Known Unknown

Team IndividualSmall

Team

Large

Team

Duration Days Weeks Months

37

Level Of Complexity: Basic

Building a model airplane

from a kit

Activity I-O

Structure Structured

Solution Known

Team Individual

Duration Days

38

Courtesy of United States Naval Academy

Activity (D)-I-O


Solution Known

Team Small Team

Duration Days

Building a model rocket from

soda straws

Level Of Complexity: Basic

39

Courtesy of Linköping University

Activity D-I-O


Solution Unknown

Team Small Team

Duration Weeks/Months

Level Of Complexity: Advanced

Building a robot

40

Level Of Complexity: Advanced

Activity C-D-I-O

Structure Unstructured

Solution Unknown

Team Large Team

Duration Months

Building an underwater and

over-water craft

Courtesy of KTH

41

Exercise: Level Of Complexity

Activity

Structure

Solution

Team

Duration

For the projects you have in your course, would you describe

them as basic or advanced? Why? Where do they fit in the

overall curriculum?

42

Teamwork

How many teams will there be, and how will the teams be formed? Instructor-formed teams vs. self-selection

Most current research supports instructor-formed teams

What criteria will you use to form the teams? Diverse ability levels, common time blocks

Gender, culture, language

Expertise in project tasks

How will team leaders be chosen? Appointed by instructor

Chosen by team

Self-nomination

43

Communication

What forms of communication

will be included in the project?

Documentation

Drawings and graphics

Design analysis

Budget plan

With whom will students be

expected to communicate?

44

Describing Learning Environments

What kind of physical space and

equipment are required or

desirable?

What specific resources or materials

are required? Who supplies them?

What level of technical support is

required?

45

CONCRETE

EXPERIENCE

REFLECTIVE

OBSERVATION

ABSTRACT

GENERALIZATION

ACTIVE

EXPERIMENTATION

Tutorials,

Activities,

Labs,

Simulations

Lectures:

Concepts,

Models, Laws

Design-Build Projects, Field Work

Journals,

Portfolios,

Lab Notes

Using a Variety of Methods

Adapted from Kolb, 1984

46

Aligning Teaching Methods With Learning Outcomes

Muddy

Cards

Concept

Questions

Cooperative

Learning

Project-

Based

Learning

Case Studies/

Simulations

Pre-Class

Readings/

Homework

Conceptual

Understanding

Reasoning/

Problem Solving

Skills/ Processes

Creativity/

Synthesis

Attitudes

47

Muddiest-Part-of-the-Workshop

What is still “clear as mud” to you, or about which

concepts or skills do you still have questions?

What methods for engaging students can you

introduce or improve in your courses?

Assessment and Evaluation of

Learning in Higher Education



15 July 2011



Technology

[email protected]


2

Review:


• Review the questions and

expectations that you wrote in a

previous workshop.

• Which questions have been

answered?

• Which questions remain?

• Have your expectations changed?

• If time permits, share your

questions and expectations with


3

Workshop Objectives


Apply basic principles of learning assessment

Select and use a variety of learning assessment methods

Align assessment methods with course learning outcomes

Examine methods to evaluate the overall effectiveness of the course

4

Describe

LearnersDescribe

Learning

Environment

Design

Learning

Experiences

Define

Instructor

Roles

Evaluate and

Improve Course

Plan

Learning

Assessment

Define

Content

Specify

Learning

Outcomes

Conduct

Course &

Assess

A Course Design Model

DRB 07/29/09

/Curriculum Design /3 Curriculum Design/CurriculumDesign 062711.ppt

/Curriculum Design /3 Curriculum Design/CurriculumDesign 062711.ppt

5

Planning Learning Assessment

What methods and tools will you use to gather evidence that students have achieved the intended learning outcomes?

How will assessment be embedded in the learning activities and tasks?

Which methods will you use to assess individual work and teamwork?

Courtesy of MIT

6

Constructive Alignment

Teaching

and

Learning

Activities

Learning

Assessment

What should students

know or be able to do

as a result of the

course?

What activities are

appropriate for

students in order

to achieve the

intended learning

outcomes?

How can students

demonstrate that

they have achieved

the desired

outcomes?

Learning

Outcomes

7

Basic Assessment Principles

1 Assessment requires attention to outcomes and to the

experiences that lead to those outcomes.

2 Different types of learning objectives require different methods

of assessment.

3 Teaching and assessment are intertwined.

4 Any assessment is only a sample.

5 Assessment works best when it is regular and ongoing, and

not just a final measure.

6 There are trade-offs between authenticity and efficiency, i.e.,

the closer the tasks are to real-world experiences, the more

time and resources they require.

8

Assessment Methods and Tools

1. Product or

Process

Assessment

2. Performance

Assessment

4. Portfolios and

Reflective

Journals

Learning

Outcomes

3. Teams and

Teamwork

Assessment

9

What is a rubric?

A scoring tool that lays out the specific expectations for an assignment

A detailed description of what constitutes acceptable or unacceptable levels of performance for each component of the assignment

Each rubric consists of a: Task description (unless provided elsewhere)

Set of criteria, often grouped into categories

Scale that distinguishes levels of performance

10

1. Assessing Products and Processes

Design Considerations

A project whose focus is on the development of a tangible product

The product itself, the process, and quality of reasoning are all assessed

Procedure

Use rubrics that address specific criteria relevant to the product, process and quality of reasoning and scales with 3 to 5 levels of mastery

11

2. Assessing Performance Skills


Students prepare and present a performance of a valued activity, e.g., oral presentations and technical briefing, problem-solving, teamwork

It is the process itself that is assessed

Procedure

Use rubrics that address specific criteria relevant to the process and scales with 3 to 5 levels of mastery



12

3. Assessing Teams and Teamwork

Design Considerations Students rate themselves and

each member of their group

Criteria address technical

competence, as well as group

interactions

ProcedureUse rubrics that address specific

criteria relevant to the process

and scales with 3 to 5 levels of

mastery

13

Assessing Students in Groups

1 Assess students individually when each student’s

contribution to the group can be clearly identified

2 When successful teamwork is an important criterion,

assess the final results (product), and give the same

grade to all team members

3 Use an oral exam to determine each student’s conceptual

understanding of the group project

4 Use multiple assessment methods in a project-based

course

5 Be sure the grading criteria and assessment measures are

clear to students from the start

14

4. Assessing With Journals and Portfolios


Students write narratives describing their product, process, or performance

Descriptions are accompanied by reflections on what was learned and how it was learned (metacognition)

May include samples of projects

Procedure

Provide a template for journal or portfolio entries and reflections

Use rubrics or rating scales to assess the criteria and expected standards of the journal or portfolio

15

Aligning Assessment With Learning Outcomes

Products and

Process

AssessmentPerformance

Assessment

Teams and

Teamwork

AssessmentJournals and

Portfolios

Conceptual

Understanding

Reasoning and

Problem

Solving

Skills and

Procedures

Creativity and

Synthesis

Attitudes and

Dispositions

16

Providing Feedback to Students

Provide frequent feedback throughout the term and be prompt in returning assignments and exams

Make feedback as specific as possible so that students know how to improve

Correct errors, but avoid sarcasm and condescending comments

Courtesy of MIT

17

Creating Rubrics: Defining the Criteria

List the criteria or characteristics of a “good” product, process, or performance in relation to the intended learning outcomes

Decide the standards by which you will judge each product, process, or performance

When defining criteria and standards, it is sometimes helpful to think of what a “bad” product or performance would look like

18

Creating Rubrics: Defining the Scale

Use only as many scale

points as you can

clearly discriminate and

label

Label all scale points

Balance the scale

Use commonly

understood terms

19

Sample Scales

Quality: Poor, Fair, Good, Excellent

Quality: Needs Improvement, Acceptable, Good Very Good

Quality: Very Poor, Poor, Adequate, Good, Very Good

Ability: Low, Moderate, High

Understanding: None, Limited, Adequate, Good

Meets Criterion: Not at All, To a Limited Extent, To a Moderate Extent, To a Great Extent, To a Very Great Extent

Meets Criterion: Developing, Emerging, Mastering

Meets Criterion: Does Not Meet Requirement, Meets Requirement, Exceeds Requirement

Frequency: Rarely, Sometimes, Often, Always

20

Exercise:

Design of a Holistic Rubric

Work as a team to create a rubric to assess the teamwork of students engaged in a project for a customer or client in your profession.

Describe the task (expectations) for students.

List the criteria of “successful” teamwork.

Create a scale of 3 to 5 scale points.

Assemble the parts into a holistic rubric.

21

Exercise:

Design of an Analytic Rubric

Work as a team to create a rubric to

assess a project that results in a

tangible product.

Describe the task (expectations) for

students.

List the criteria of a “successful”

product and its operation.

Create a scale of 3 to 5 scale

points.

Assemble the parts into an analytic

rubric.

22

Evaluating the Course

What methods and tools

will you use to gather

evidence of the overall

success and value of the

course?

How will you use the data

to make decisions about

what to do the next time?

23

Course Evaluation Methods

1. Informal

Methods, e.g.,

“muddy cards”

4. Peer Review2. Instructor

Reflective MemosThe Course

3. Student

Ratings

24

1. Muddiest-Part-of-the-Lecture Cards

What is still “clear as mud” to you?

What suggestions would you make to improve the

knowledge, skills, and attitudes related to this course?

25

2. Instructor Reflective Memos

To what extent were you able to integrate the personal and professional skills specified in the curriculum plan?

What teaching and assessment methods did you use and what evidence indicates these methods were successful or not?

How well did students perform on each of the course learning outcomes?

What actions actions do you recommend to improve this course in the future?

To whom have you forwarded this memo?

26

3. Student Ratings of Instruction

SD = Strongly Disagree D = Disagree N = Neutral A = Agree SA = Strongly Agree

The Subject

SD

D

N

A

SA

Subject learning objectives are clear.

The subject is well organized.

The subject stimulates my interest to learn more.

The subject is relevant.

Feedback about my work is helpful.

Grading criteria are fair.

I am achieving the subject learning objectives.

The overall quality of this subject is good.

Instructor 1 (name)_________________________

SD

D

N

A

SA

gives clear explanations.

maintains a pace that is (too slow -- just right -- too fast)

encourages me to take an active part in my own learning.

is available outside of class to answer questions.

Overall, the instructor contributes to my learning.

Example: Massachusetts Institute of Technology

27

Student Ratings of Instruction (cont.)

Example: Massachusetts Institute of Technology

How effective are these teaching and learning strategies in helping you achieve the

learning objectives in this subject? (If the strategy is not used in the subject, check

Strategy Not Used.)

Teaching and Learning

Strategies

Not at all

Effective

Generally

Ineffective

Generally

Effective

Very

Effective

Strategy

Not Used

Lectures

"Muddiest part" cards

Concept questions with PRS

In-class group discussion

Recitations

Prepared lecture notes

Subject web page

Lab projects

Term projects

Working in teams

How effective are these assessment strategies in measuring your learning in this subject?

(If the strategy is not used in the subject, check Strategy Not Used.)

Assessment Strategies

Not at all

Effective

Generally

Ineffective

Generally

Effective

Very

Effective

Strategy

Not Used

Quizzes and exams

Oral exams

Homework and problem sets

Peer assessment

Lab notebooks

Oral reports

Written reports

28

3-2-1 Summary

ideas you learned about assessing student learning and evaluating courses

assessment and evaluation practices you still have questions about

step you will take to implement learning assessment in your course

3

2

1

Documents

Curricular Design Based in Learning Results€¦ · SEMINAR OF HIGHER EDUCATION Universidad Nacionale, Bogotá, Colombia ... Implement: transformation of the design into the product,