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