Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 “ITU Seminar on Teaching & Learning” IT University of Copenhagen ((( Oct 31, 2008 )))

Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 “Intro to Constructive Alignment & The SOLO Taxonomy” IT University of Copenhagen ((( Oct 31, 2008 ))) – Theory & Practice –

[ 3 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Morning: Theory) Introduction to Theories of Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 10:15 11: ’ break --- Group Exercise I (“heterogeneous groups”):  “Discussion of Theory in Practice” 13:00 12:00 Lunch:  1h Lunch at Scroll Bar Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 10: ’ break :15 Outcomes of Exercise I (main issues) !?! ?! … (15’) (45’) (60’) (15’)

[ 4 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Afternoon: Practice) Group Exercise II (“homogeneous groups”):  “Application of Theory in Practice” 15: ’ break --- Dinner:  3 Course Dinner at Canteen (Upstairs) Course Descriptions:  “Good advice on how to write course descriptions” 14:30 + short breaks ’ break --- Outcomes of Exercise II:  Group Outcomes 17:15 ??:?? Bar:  Friday bar at “Scroll Bar” Tips’n’Tricks 17:40 ?! … 18:00 (30’) (1h45’) (25’) (20’)

[ 5 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Morning) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 10:15 11: ’ break --- Group Exercise I (“heterogeneous groups”):  “Discussion of Theory in Practice” 13:00 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 10: ’ break :15 Outcomes of Exercise I (main issues) !?! ?! … (15’) (45’) (60’) (15’)

[ 6 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” First: Exercise Before we start; “Focus exercise”: 1) Consider question: 2) Write answer on Post-It 3) T " what is good teaching?" Just Keep Swapping… 3) Swap Post-its…

[ 7 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” “Teaching for Quality Learning at University - What the student does” “Teaching for Quality Learning at University - What the student does” Constructive Alignment & SOLO Taxonomy: Introduction to…: “Teaching Teaching & Understanding Understanding” “Teaching Teaching & Understanding Understanding” 19 min award-winning short-film on Teaching & Learning (available on DVD in 7 languages, epilogue by John Biggs) John Biggs’ world famous ”Bible of Teaching & Learning”: (see compendium in ”registration bag” p.1 – 55 + paper)

[ 8 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Exercise Buzz Session: 1) Discuss w/ neighbour: 2) Write it on a Post-It 3) Swap Post-Its… T Just Keep Swapping… "which film messages did you find particularly relevant?"

[ 9 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Student Motivation  Susan: (”intrinsic motivation”) - wants to…: learn !  Robert: (”extrinsic motivation”) - to…: pass exams !

[ 10 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Constructivism  ”Transmission is Dead…” : (lectures = )  Knowledge is… Actively Constructed ! active teacher & passive students ! risk

[ 11 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” SOLO Taxonomy  Hierarchy for Competences:  Deep learning (not surface) ! 5: generalize, theorize, predict, … 4: explain, analyze, compare, … 3: describe, combine, classify, … 2: recite, identify, calculate, …

[ 12 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Stud Learning Focus  Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’)  Student activitation  learning

[ 13 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Alignment  Make explicit ILO’s (Intended Learning Outcomes):   (…and tell this to students) Exam = ILO’s = Teaching

Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 Break (until 11:15) Please put the Post-Its on the wall "What is good teaching?" “Film message(s)?"

[ 15 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Morning: Theory) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 10:15 11: ’ break --- Group Exercise I (“heterogeneous groups”):  “Discussion of Theory in Practice” 13:00 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 10: ’ break :15 Outcomes of Exercise I (main issues) !?! ?! … (15’) (45’) (60’) (15’)

[ 16 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” From Content to Competence:  ”advocate a shift in perspective” From Theory to Practice… Elaborate on SOLO:  ”advocate SOLO for competences” New Danish Grade Scale:  ”show relation to new grade scale” How to write Course Descriptions:  ”concrete advice” --- After lunch: --- AFTER LUNCH

[ 17 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” From Content to Competence “Old way”: my ‘2004 Concurrency’ course descr: Given in terms of a 'content description': Essentially: This is a bad idea for 2 reasons...! Goal is...: To understand: deadlock interference synchronization...

[ 18 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” 1) Problem with 'content' as aim Problem with 'content‘ as learning goals ?!? Goal is…: To understand: deadlock interference synchronization... analyze... theorize... define deadlock describe solutions name solutions recite conditons Stud. C Stud. A Stud. B analyze systems explain causes Censor Teacher BUT, even if it were possible to agree, we know that the exam will dictate the learning anyways.  agreement analyze systems explain causes tacit knowledge from research-based tradition (not known by stud.)

[ 19 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” 2) Problem with 'understanding' Problem with 'understanding' as learning goal ?!? The answer is simple : concept of deadlock ?!  Goal is…: To understand: deadlock interference synchronization... It cannot be observed (measured) !

[ 20 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” 'Competence' as objectives ! 'Competence' as learning objectives ! Evaluation = Have the student do something, and then observe product and/or process 'SOLO' = Structure of the Observed Learning Outcome Note': inherently operational (~ verbs) Objective ! To learn to: analyze systems for... explain cause/effects... prove properties of... compare methods of Note: 'understanding' is (of course) pre-requisitional (!) Competence := knowledge + capacity to act upon it

[ 21 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Neighbour Discussion Discuss with neighbour: "does this make sense ?!?" (content  competence) T

[ 22 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” From Content to Competence:  ”advocate a shift in perspective” From Theory to Practice… Elaborate on SOLO:  ”advocate SOLO for competences” New Danish Grade Scale:  ”show relation to new grade scale” How to write Course Descriptions:  ”concrete advice” --- After lunch: --- AFTER LUNCH

[ 23 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Advantages of 'SOLO' Advantages of 'SOLO': Constructed for research-based university teaching Converges on research (at SOLO 5) S OLO 1  no understanding  irrelevant information  misses point ... S OLO 2 S OLO 3 S OLO 4 S OLO 5 "pre-structural"  to identify  to do procedure  to recite ... "uni-structural"  to classify  to combine  to enumerate ... "multi-structural"  to relate  to compare  to analyze ... "relational"  to generalize  to hypothesize  to theorize ... "extended abstract" Production of new knowledge

[ 24 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” SOLO (elaborated) Note: the list is non-exhaustive SOLO 2 ”uni-structural” SOLO 3 “multi-structural” SOLO 4 “relational” SOLO 5 “extended abstract” theorize generalize hypothesize predict judge reflect transfer theory (to new domain) … analyze compare contrast integrate relate explain causes apply theory (to its domain) … combine structure describe classify enumerate list do algorithm apply method … define identify count name recite paraphrase follow (simple) instructions … Graphic Legend problem / question / cue known related issue - given! hypothetical related issue - not given! student response Q R QUANTITATIVE QUALITATIVE R R' Q R Q R2R2 R3R3 R1R1 Q R Q R Q

[ 25 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Common SOLO Competences From a study of 632x courses at NAT/(AU+SDU)

[ 26 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Post-It exercise Write down 1-2 key competences (i.e., verbs) (for your course) T Concurrency: analyze for deadlock compare models Concurrency: analyze for deadlock compare models

[ 27 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” From Content to Competence:  ”advocate a shift in perspective” From Theory to Practice… Elaborate on SOLO:  ”advocate SOLO for competences” New Danish Grade Scale:  ”show relation to new grade scale” How to write Course Descriptions:  ”concrete advice” --- After lunch: --- AFTER LUNCH

[ 28 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” “The Danish 7 Step Scale” Unacceptable -3 For a performance which is unacceptable in all respects F Inadequate 00 For an insufficient performance which does not meet the course objectives Fx Adequate 02 For a sufficient performance which barely meets the course objectives E Fair 4 For a fair performance which adequately meets the course objectives but also displays several major weaknesses D Good 7 For a good performance which meets the course objectives but also displays some weaknesses C Very good 10 For a very good performance which meets the course objectives, with only minor weaknesses B Excellent 12 For an excellent performance which completely meets the course objectives, with no or only a few insignificant weaknesses. A Grade := Degree of realization of course objectives!

[ 29 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Intended Learning Outcomes ! Consequence: Every course has to explicitly define…: Intended Learning Outcomes (!)

[ 30 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Morning: Theory) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 10:15 11: ’ break --- Group Exercise I (“heterogeneous groups”):  “Discussion of Theory in Practice” 13:00 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 10: ’ break :15 Outcomes of Exercise I (main issues) !?! ?! … (15’) (45’) (60’) (15’)

[ 31 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Discuss how ‘main messages’ of the film relate to your own teaching (given or received). AFTER LUNCH… Group Exercise (in ”heterogeneous groups”): T Note: Groups are in the programme

[ 32 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Morning: Theory) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 10:15 11: ’ break --- Group Exercise I (“heterogeneous groups”):  “Discussion of Theory in Practice” 13:00 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 10: ’ break :15 Outcomes of Exercise I (main issues) !?! ?! … (15’) (45’) (60’) (15’)

Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 Please put the Post-Its on the wall LUNCH! (in ScrollBar) “Key competences for your course”? Concurrency: analyze for deadlock compare models Concurrency: analyze for deadlock compare models After Lunch: Heterogeneous group exercise

[ 34 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Morning: Theory) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 10:15 11: ’ break --- Group Exercise I (“heterogeneous groups”):  “Discussion of Theory in Practice” 13:00 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 10: ’ break :15 Outcomes of Exercise I (main issues) !?! ?! … (15’) (45’) (60’) (15’)

[ 35 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Discuss how ‘main messages’ of the film relate to your own teaching (given or received). Group Exercise Group Exercise (in ”heterogeneous groups”): T Note: Groups are in the programme

[ 36 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Morning: Theory) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 10:15 11: ’ break --- Group Exercise I (“heterogeneous groups”):  “Discussion of Theory in Practice” 13:00 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 10: ’ break :15 Outcomes of Exercise I (main issues) !?! ?! … (15’) (45’) (60’) (15’)

Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 Afternoon Practice

[ 38 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Afternoon: Practice) Group Exercise II (“homogeneous groups”):  “Application of Theory in Practice” 15: ’ break :00 Dinner:  3 Course Dinner at Canteen Course Descriptions:  “Good advice on how to write course descriptions” 14:30 + short breaks ’ break --- Outcomes of Exercise II:  Group Presentations 17:15 ??:?? Bar:  Friday bar at “Scroll Bar” Tips’n’Tricks 17:40 ?! … 18:00 (30’) (1h45’) (25’) (20’)

[ 39 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Example: Genetics 101 (at AU) Old course description: New course description: Purpose: To give the students a basic understanding of the fundamental laws of genetics and populational genetics and elementary knowledge of …: Content: - evolution, selection, mutation, variation, in-breeding, equibrilia, recombinations, … After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations: (eg, recombination frequencies, evolutionary equilibria,..) describe and perform connexion-analysis describe fundamental genetic concepts: (e.g., mutation, variation, selection, …) describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously

[ 40 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Concrete Recommendations (4x) Intended Learning Outcomes [Genetics 101] After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies, in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria). describe and perform connexion-analysis describe fundamental genetic concepts : (e.g., mutation variation, in-breeding, natural selection). describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously 2) List sub-goals as 'bullets': Clearer than text 1) Use 'standard formulation': a) puts learning focus on the student b) competence formulation: "to be able to" 3) Use 'Verb + Noun' formulation: What the student is expected to do with a given matter. V N V V VV V V V V N N N N 4) Avoid 'understanding-goals': "To understand X", "Be familiar with Y", "Have a notion of Z",...! N N

[ 41 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Old course description: New course description: After the course, the students are expected to be able to: describe the meaning of a wide range of programming constructs explain fundamental concepts, techniques, and results within semantics (…) analyze the meaning of a wide range of programming constructs compare semantic descriptions reason about semantic descriptions prove consequences of semantic descriptions implement semantic descriptions (in familiar programming languages) Another Example: Semantics Purpose: To give the students an understanding of : - transition systems, big-step vs. small-step semantics, side-effects, laziness, termination, types, static semantics, dynamic semantics, equivalence, bisimulation, environment-store-model, and structural induction. Applicable to all courses:  ”Quantum Mechanics 101”  ”History of Asian Vending Machines”  ” Cultural Implications of Pipe-Smoking in 19 th Century Khazahkstan”  …

[ 42 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Alignment Implementation Process Process (course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2) Operationalize these goals: and express them as intended learning outcomes 3) Choose carefully the form(s) of examination (~ intended learning outcomes ) 4) Choose carefully the form(s) of teaching (~ intended learning outcomes ) alignment learning incentivelearning support

[ 43 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Starting Point Content description (Concurrency '04+'05): What is the overall goal of the course...? (what are the students to learn) “think big picture”

[ 44 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Overall Course Philosophy Example: ‘Concurrency’ Philosophy: “Model-Based Design for Concurrency”:

[ 45 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Implementation Process Process (course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2) Operationalize these goals: and express them as intended learning outcomes 3) Choose carefully the form(s) of examination (~ intended learning outcomes ) 4) Choose carefully the form(s) of teaching (~ intended learning outcomes ) alignment

[ 46 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Learning Goals Model-based design for Concurrency... SM I #1 #2 #3 Intended Learning Outcomes (based on The SOLO Taxonomy): Note: explicitly included as a non-goal 

[ 47 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Alignment Impl. Process (course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2) Operationalize these goals: and express them as intended learning outcomes 3) Choose carefully the form(s) of examination (~ intended learning outcomes ) 4) Choose carefully the form(s) of teaching (~ intended learning outcomes ) alignment learning incentive ILO’s:  construct models  apply methods  relate specs  models  test models  define properties  verify models~props  analyze models  compare models  implement models  relate models~impl

[ 48 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Alignment Impl. Process (course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2) Operationalize these goals: and express them as intended learning outcomes 3) Choose carefully the form(s) of examination (~ intended learning outcomes ) 4) Choose carefully the form(s) of teaching (~ intended learning outcomes ) alignment learning support ILO’s:  construct models  apply methods  relate specs  models  test models  define properties  verify models~props  analyze models  compare models  implement models  relate models~impl learning incentive

[ 49 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Alignment Impl. Process (course specific): 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2) Operationalize these goals: and express them as intended learning outcomes 3) Choose carefully the form(s) of examination (~ intended learning outcomes ) 4) Choose carefully the form(s) of teaching (~ intended learning outcomes ) alignment learning support ILO’s:  construct models  apply methods  relate specs  models  test models  define properties  verify models~props  analyze models  compare models  implement models  relate models~impl Think of teaching activities as ”training for exam” learning incentive

[ 50 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” On the Role of the Exam Exam is a " necessary evil" Exam is a powerful motivational & learning- guiding pedagogical tool (for the teacher) !!! “Conceptual change” "To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning" -- John Biggs (2003) From: To:

[ 51 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Afternoon: Practice) Group Exercise II (“homogeneous groups”):  “Application of Theory in Practice” 15: ’ break :00 Dinner:  3 Course Dinner at Canteen Course Descriptions:  “Good advice on how to write course descriptions” 14:30 + short breaks ’ break --- Outcomes of Exercise II:  Group Presentations 17:15 ??:?? Bar:  Friday bar at “Scroll Bar” Tips’n’Tricks 17:40 ?! … 18:00 (30’) (1h45’) (25’) (20’)

[ 52 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” SOLO (elaborated) Note: the list is non-exhaustive SOLO 2 ”uni-structural” SOLO 3 “multi-structural” SOLO 4 “relational” SOLO 5 “extended abstract” theorize generalize hypothesize predict judge reflect transfer theory (to new domain) … analyze compare contrast integrate relate explain causes apply theory (to its domain) … combine structure describe classify enumerate list do algorithm apply method … define identify count name recite paraphrase follow (simple) instructions … Graphic Legend problem / question / cue known related issue - given! hypothetical related issue - not given! student response Q R QUANTITATIVE QUALITATIVE R R' Q R Q R2R2 R3R3 R1R1 Q R Q R Q

[ 53 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Common SOLO Competences From a study of 632x courses at NAT/(AU+SDU)

[ 54 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Group Exercise Group Exercise (in ”homogeneous groups”): 1) Pick a Course (in bad shape) 2) Find “old” course description 3) Remake it by incorporating all the recommendations !!! T Do NOT (under ANY circumstances) [in fact ever] use the verbs:  to ’understand’ …  to ’know’ …  to ’be familiar with’ …  to ’have a notion of’ …  internal cognitive structure !  non-operational !  cannot be observed/measured ! Note: Groups are in the programme

[ 55 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Example (from May 28, 2008): ”Object-Oriented Programming” After the course, the student is expected to be able to™: relate a given Java model to the real world phenomena that it models explain, use, and combine in programming: variables, types, expressions, loops, … design and implement class hierarchies using single inheritance comprising 3-5 classes. design and implement programs on the order of 500 lines of Java code. use and design generic classes and generic methods. explain and use recursive methods. construct classes that implement a given Java interface. identify and use packages. construct classes that adhere to given class invariants. describe and reason about simple class invariants. explain which methods are being called during execution of a given program. explain the memory evolution during execution of programs. compare expected execution times (of simple algorithms). Although perhaps too many ILO’s !?!

[ 56 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Example (from May 28, 2008): ”Digital Culture” After the course, the student is expected to be able to: explain the use of the concept of culture in a digital context relate new media culture to a broader historical context apply the concepts introduced on the course in a critical analysis of cultural og social phenomena related to the use of the internet and information technology in everyday life reflect on different methodological perspectives on the study of digital culture and be able to select and then use them in their own practice use and compare relevant sociological and cultural theories on a broad selection of topics within the areas of online media, digital culture and digital communication independently identify and formulate a current and original problem/question related to the use of IT and digital communication, choose a relevant method to apply in the study, hypothesise the expected results, and finally discuss and perspectivate the actual results of the study in the final assignment Although perhaps too complex ILO !?!

[ 57 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Questions? "What is good teaching?" R’ x R R’’ x The Short-Film Cognition structures The SOLO Taxonomy Association new ~ old analyze explain 'The Book' John Biggs "understanding" content  competence Student activation Student models Susan & Robert Teacher models levels Intended learning outcomes (ILO) Constructive Alignment Exam Satisfaction Experiences Pre vs. Post Students at Uni Model-based design for Concurrency... My research and teaching 'TLA' Teaching/Learning Activities Tips'n'Tricks ??? S M I ? SOLO Analyses

[ 58 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Afternoon: Practice) Group Exercise II (“homogeneous groups”):  “Application of Theory in Practice” 15: ’ break :00 Dinner:  3 Course Dinner at Canteen Course Descriptions:  “Good advice on how to write course descriptions” 14:30 + short breaks ’ break --- Outcomes of Exercise II:  Group Presentations 17:15 ??:?? Bar:  Friday bar at “Scroll Bar” Tips’n’Tricks 17:40 ?! … 18:00 (30’) (1h45’) (25’) (20’)

Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 > (insert group presentations here)

[ 60 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Old: Group Example: “XML Processing Methods & Tools” validate and write validating XML and HTML 4.01 understand the concept and use of types for XML in general, and in particular be able to write DTDs and Schemas for XML languages understand the concept and use of XML processing in general, and in particular be able to process XML documents using DOM, SAX & JDOM understand the concept and use of XML transformation in general, and in particular be able to write and execute XML transformations w/ XSLT understand the concept and use of XML query languages and databases in general, and in particular to write and execute queries in Xquery be prepared to follow the future development of XML, and to evaluate new technologies compared to the above mentioned technologies.

[ 61 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” New: After the course, the students are expected to be able to: Validate and write valid XML and HTML 4 Use types for XML in general and to write DTD and Schema analyze different problems, and compare different methods for XML processing. To apply DOM and SAX. Explain/describe the idea of transformation and Queries. Apply and execute XSL transformations and Xquery [ Prepare the student to ] Discuss and reflect on future development of XML and evaluate new technologies Group Example: “XML Processing Methods & Tools”

[ 62 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Group Example: “Game Engine Programming” Old: implement visualization of computer graphics using the OpenGL API implement various basic animation techniques make a basic physics simulator for games make a collision detection system make and use data structures for handling spatial information make efficient code utilizing the hardware optimally address real time aspects describe basic game system architecture create bindings to scripting systems write programs in C++

[ 63 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Group Example: “Game Engine Programming” New: Implement dymanic visualization of CG in C++ using OpenGL. Use Linear Algebra formalization to describe graphical transition. Simulation interaction and motion of basic physical objects (eg. Collision detection/response system, gavity, friction, etc..) Use data structures for handling spatial information. Describe hardware utilization for real time efficiency. Describe and compare basic game engine architecture.

[ 64 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Agenda (Afternoon: Practice) Group Exercise II (“homogeneous groups”):  “Application of Theory in Practice” 15: ’ break :00 Dinner:  3 Course Dinner at Canteen Course Descriptions:  “Good advice on how to write course descriptions” 14:30 + short breaks ’ break --- Outcomes of Exercise II:  Group Presentations 17:15 ??:?? Bar:  Friday bar at “Scroll Bar” Tips’n’Tricks 17:40 ?! … 18:00 (30’) (1h45’) (25’) (20’)

[ 65 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Tips'n'Tricks (activation) Neighbour discussions: Frequent breaks: Post-It exercise:  focus: zoom in  anonymous (!)  swap'able  everyone will engage  empathetic control  shared knowledge pool pulse reader measurements:  more questions (students dare ask them)  better questions (students had a chance to discuss) 1-2 min timeout [Phil Race] Form variation: lecturing blended with in-class activation exercises

[ 66 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Tips'n'Tricks (cont'd) "Less-is-more": Use many examples: (build on student pre-knowledge) Explicit structure:  analyze  compare  relate common deadlock, uncommon deadlock, A-synchronization, B- synchronization, hand-shake, multi-party synchronization, multi-party hand-shake, binary semaphores, generalized semaphores, blocking semaphores, recursive locks,... vs. Emphasize depth over breadth (coverage) NEW OLD 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww  self evident to you [ teacher ]  not to a learner [ student ] (esp. during learning process)  Student 'recap' at end: after 1 day after 1 week after 3 weeks after 2 weeks now

[ 67 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Now, please: "3-minute recap" Please spend 3' on thinking about and writing down the most important points from the talk – now!: After 1 day After 1 week After 3 weeks After 2 weeks Immediately

[ 68 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Key References ”Teaching for Quality Learning at University (what the student does) ” John Biggs The Society for Higher Education and Open University Press, 2003 (Note: 3rd edition available) ”Teaching Teaching & Understanding Understanding” Claus Brabrand & Jacob Andersen 19 minute award-winning short-film (DVD) Aarhus University Press, Faculty of Science, University of Aarhus, Denmark ”Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics” Claus Brabrand & Bettina Dahl Keynote Paper for Koli 2007 Conf. on Computing Education Research Koli National Park, Finland ”Evaluating the Quality of Learning: The SOLO Taxonomy” John B. Biggs & Kevin F. Collis New York: Academic Press, 1982

[ 69 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” What is Good Teaching? ”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously.”

[ 70 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Questions? "What is good teaching?" R’ x R R’’ x The Short-Film Cognition structures The SOLO Taxonomy Association new ~ old analyze explain 'The Book' John Biggs "understanding" content  competence Student activation Student models Susan & Robert Teacher models levels Intended learning outcomes (ILO) Constructive Alignment Exam Satisfaction Experiences Pre vs. Post Students at Uni Model-based design for Concurrency... My research and teaching 'TLA' Teaching/Learning Activities Tips'n'Tricks ??? S M I ? SOLO Analyses

Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 Thank You! ((( ))) Film's homepage:

Claus Brabrand “ITU Seminar on Teaching & Learning”Oct 31, 2008 BONUS SLIDES

[ 73 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” The New Danish Grade Scale ECTS SCALE A, B, C, D, E, Fx, F... 4 steps 8 steps 10 steps 21 steps... 4 steps 8 steps 10 steps 21 steps 7 steps:... Conversion (between EU countries): Problems (comparability ~ EU nations): Information loss (10 steps  7 steps): (13,11)  A; (9,8)  C; … The “13” (“exception grade”); doesn’t exist in other scales! Some places only access if you have top grade (~ 13) …and a number of other motivations pigeon hole principle

[ 74 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” The New Danish Grade Scale passed A: 10% B: 25% C: 30% D: 25% E: 10% ECTS Scale 10%25%30%25%10% Not passed 0 (minimum) 100 (maximum) Degree of realization of course objectives 22,5 (interval-mid) 50 (interval-mid) 77,5 (interval-mid) Divide by 10 & round off Symmetric transplacement Avoid using “negative grades” Add 2

[ 75 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Grading ? Unacceptable -3 For a performance which is unacceptable in all respects F Inadequate 00 For an insufficient performance which does not meet the course objectives Fx Adequate 02 For a sufficient performance which barely meets the course objectives E Fair 4 For a fair performance which adequately meets the course objectives but also displays several major weaknesses D Good 7 For a good performance which meets the course objectives but also displays some weaknesses C Very good 10 For a very good performance which meets the course objectives, with only minor weaknesses B Excellent 12 For an excellent performance which completely meets the course objectives, with no or only a few insignificant weaknesses. A Learning Goals After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations: (e.g., …). describe and perform …-analysis describe fundamental genetic concepts describe and analyze … inheritancies analyze inheritance of multiple genes … §10: Grade = degree of realization of course objectives (overall evaluation) §9: Absolute grading only (i.e., no relative grading) Karaktergivning: 12 = 'Udtømmende' 10 = 'Omfattende' (med nogle mindre væsentlige mangler) 7 = 'Omfattende' (med en del mangler) osv......set gennem en forskers øjne (forsknings-baseret undervisning)

[ 76 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” ”Top 10 Competences” ”Top 10 Competences” for: Computer Science vs. Natural Science (= PHYS+CHEM+BIO+MOL.BIO) vs. Mathematics

[ 77 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Notes on Skill Acquisition From the world of psychoanalysis: Skill acquisition progresses according to the following stages of learning: 1. Unconscious incompetence 2. Conscious incompetence 3. Conscious competence 4. Unconscious competence 5. Capacity for moving consciously between stages 3. and 4.: [ required by a teacher ]

[ 78 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” A taxonomy / language for teaching impersonalizes teaching Emotional detachment (aka. “dissociation”) The teacher is good/bad identity: good/bad teacher The methods are good/bad behavior: good/bad method knowledge: good/bad method With dissociation: more capable of dealing with critique  better to listen to constructive advice (…just like with our research) Impersonalization identity moral knowledge behavior “Neutological levels” [model of the mind, “NLP”] ethics experience reactions convictions capabilities interaction

[ 79 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Teacher’s intention Student’s activity Exam’s assessment  e.g. - explain - relate - prove - apply e.g. - memorize - describe U NALIGNED C OURSE e.g. - memorize - describe "Dealing with the test"

[ 80 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Teacher’s intention Student’s activity Exam’s assessment e.g. - explain - relate - prove - apply A LIGNED C OURSE e.g. - explain - relate - prove - apply e.g. - explain - relate - prove - apply e.g. - explain - relate - prove - apply e.g. - explain - relate - prove - apply

[ 81 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” Definition: “Good Teaching” Definition: Good news: We now know how to do this: Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage! ”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously” -- “Teaching for Quality Learning at University”, John Biggs, 2003

[ 82 ] Claus Brabrand Oct 31, 2008“ITU Seminar on Teaching & Learning” The BLOOM Taxonomy (1956) The BLOOM Taxonomy: Knowledge Comprehension Application AnalysisEvaluationSynthesis Qualitative Quantitative SOLO 4+5 SOLO 2+3 ”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item” -- (Biggs & Collis, 1982) ”