DesigningPGCAP Programme Team

Intended learning outcomesBy 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

purpose of HE• disseminate knowledge• develop the capacity to use ideas and

information• develop the ability to test ideas and evidence• develop the ability to generate ideas and

evidence• personal development• develop the capacity to plan and manage one’s

own learning

source Bourner and Flowers (1998)

helping students learn

•experiential and collaborative learning•guidance•processing and application activities•structure•feedback on learning•resources•support

(Butcher et. al, 2006, p. 71-72)

teaching and learning cycle

identifying needs and planning

designing

facilitating

assessing

supporting

evaluating

McKimm, J. et al. BMJ 2003;326:870-873http://www.bmj.com/cgi/content/full/326/7394/870/Fu7

What is a good aim?•“A teaching aim is couched in terms of

what the teaching is trying to do, grounded in what the subject demands” Laurillard (1993:184)

•"...expressed in terms of what you, the teacher, will be presenting to the learner.“ Rowntree (1990:44)

Intended Learning Outcomes•Describe what learners will know and be

able to do when they have completed a session, module or programme.

•“What a learner knows or can do as a result of learning” Otter (1992:i)

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

A well-written learning outcome statement:

• Active verbs

• Identify important learning requirements: knowledge, skills, attitudes.

• Be achievable and measurable.

• Use clear language.

• Explicit statements of achievement.

Content & Intended learning outcomes: minimum requirements

nice

could

should

essential

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

The 4 domains

Domain Target Focus

Cognitive Knowledge, intellectual/mental skills

Mind/Knowledge

Affective (emotional)

Attitudes, interests, feelings and emotions, values, adjustments

Spirit/Attitude

Psychomotor (skills)

Manual or physical skills, Motor and manipulations skills

Body/Skills

Interpersonal (social)

People interacting with each other

Spirit/Attitude/Skills

The Cognitive Domain and Bloom’s Taxonomy

evaluation

synthesis

analysis

application

comprehension

knowledge

Bloom’s Taxonomoy (1956)

Educational Psychology Interactive: The Cognitive Domain

Video – Bloom’s Taxonomy via Pirates of the Caribbean http://bit.ly/9lmm4C

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

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...

Bloom reconfigured (slightly)

creating

evaluating

analysing

applying

understanding

remembering

• Anderson and Krathwohl Revision (2001)

Constructive alignment (Biggs 1999)

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to m

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learn

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Learning and Teaching activities

desi

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to m

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learn

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Intended Learning Outcomes

desi

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Assessment Method

• Students construct meaning from what they do to learn.

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

Application: How can I do it???

•Know my students•Build-in variety•Active approaches•Assessment for learning•Acknowledge contributions•Be creative and flexible

"What we have to learn to do, we learn by doing." Aristotle

Planning – Things to consider• 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!”

Modes of delivery - traditionally•Lectures•Seminars•Tutorials

•What do these mean? Do we deliver these and plan these differently? How do these labels affect how we plan and deliver these modes of delivery? What can we do about it?

How to deliver•From transmission to reception.•What is more important:

▫That we transmit content? Or▫That students receive content?

•Should we be focussing on how to get our students receive (and process) content and how we facilitate this?

•NB: “receive” in this context is 'decoding' (reconstructing) the message / content transmitted.

Moving away from the didactic / transmissive mode – different approaches

•Problem Based Learning•Individualised Instruction (not to be

confused with one to one tutoring)•Podcasts with tutorials•…•Key message: Students are actively involved in learning the content based on tasks we provide to help them do that.

What to deliver

•What Content?•Essential, Should, Could.•Threshold Concepts?•What Skills?

Threshold Concepts?

• 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.g when 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.

Curriculum Design

Curriculum

… is a creative act but it usually focuses on…

• norm• core knowledge of discipline• assessment• orientation internally and

externally • informal adjustments ongoing• crammed?

Creative Curriculum… is a creative act but it usually focuses on…

• norm• core knowledge of discipline• assessment• orientation internally and

externally • informal adjustments ongoing• crammed?

… is a creative act that focuses on…

• spaces• flexibility • originality• personalisation• collaboration

Key factor: Is creativity valued by students, the department, influential academics?

JISC

Influences•Institutional & Beyond

▫Professional Bodies▫Resourcing▫Skills Agenda▫Employability

•Students▫Widening Participation▫Technology

•Research▫Learning Theory▫Student Experience

Curriculum design models

modular approach•Lego (scaffolded modules)•Satellite (free standing modules)•Jigsaw (connected modules)

fitting it all together, approachespyramidspiral

satellite image missing!!!

Module Specifications•Aims•Intended Learning Outcomes: Knowledge

& Understanding, Skills•Assessment•Learning & Teaching Strategies•Syllabus Outline•Resources•Information Literacy•e-submission where applicable•…

References• Anderson, L.W. & Krathwohl, D.R. (2001) A Taxonomy of Learning, Teaching

and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman: New York

• 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• Laurillard, D. (2002) Rethinking University Teaching: A Framework for the

Effective Use of Educational Technology London: Routledge • Meyer JHF and Land R (2003) Threshold Concepts and Troublesome

Knowledge (1) Linkages to Ways of Thinking and Practising in Improving Student Learning Ten Years On. Rust, C (ed), OCSLD, Oxford

• Otter, S. (1992) Learning Outcomes in Higher Education London:UDACE• Rowntree, D. (1990) Teaching Through Self-Instruction Abingdon:

Routledge

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