Creating Learning Outcomes and Assignment Descriptions As a clarification, I’ve changed the title to better reflect University of Kentucky language. While the word objectives is commonly used in the instructional design and instructional communication literature, it has also often been misused in instructional settings. Therefore the University Senate has requested that we use the term learning outcomes at classes at UK in order to help us better focus on what students are actually learning in the process.

Today’s Learning Outcomes Respond to common misconceptions regarding the design of instruction Identify and utilize resources for setting measurable and achievable course goals related to communication competency Distinguish between activities and assignments Develop appropriate assignments for measuring students’ achievement of learning outcomes Develop appropriate activities for helping students to master learning outcomes Communicate learning outcomes, assignments, and activities clearly to students

Confronting Misconceptions

Common Misconceptions Teaching is about sharing content Creating a class is about deciding what content to cover I only write learning outcomes because they are required by administrators Most of the time I devote to a class is spent actually in the classroom or grading assignments There’s an ideal teaching strategy How do you feel about these statements? Do you agree with any of them?

The Reality Teaching is about helping students to become competent in an area Both what they know and what they can do Creating a class involves a process of deciding what skills students need and how best to teach them 3. Learning outcomes are the driving force of the course 4. Designing a great class requires a lot of time up front, but this can reduce the time you spend lecturing and re-teaching later. 5. How you teach depends on what you are trying to accomplish

Creating Learning Outcomes

Purpose?

If learning is a journey for our students, the learning outcomes tell us the destination, so that we’re not aimlessly wandering, but our journey is purposeful.

Good, Better, Best Better: Faculty will: define learning outcomes Move from a focus on what you want students to “know” or “understand” to what you want students to be able to do as evidence Example: Faculty will understand how a learning outcome is structured Better: Faculty will: define learning outcomes identify action verbs that they can use in creating learning outcomes

Avoid Phrases You Can’t Measure learn how to develop skills in discover appreciate value examine demonstrate understanding/knowledge of be aware gain the ability acquire You don’t need to include the phrases “will demonstrate,” “will learn how to.” Move straight to the action verb. Also, avoid terms that you can’t really observe or measure, such as “discover”, and “appreciate.” grow/increase – unless you are really measuring this

Good, Better, Best Make sure you really capture what you want students to do as a result of your class. Best: Faculty will create measurable learning outcomes appropriate for their courses Don’t think in terms of what students will do in the class, but what you want them to do after they have left the class. Your class is not about content. It’s about developing a skill set. Content is sometimes a part of that skill set. You should focus on what you want students to be able to do.

Bloom’s Taxonomy Knowledge 2. Comprehension 3. Application 4. Analysis Recall information Interpret information in one’s own words Use knowledge or generalization in a new situation arrange name define order duplicate recall label relate list repeat match reproduce memorize classify report describe restate discuss review explain select express sort identify tell indicate translate locate apply operate choose practice demonstrate prepare dramatize schedule employ sketch illustrate solve interpret use 4. Analysis 5. Synthesis 6. Evaluation Break knowledge into parts and show relationships Bring together parts to form whole and build relationships for new situations Make judgments based on criteria analyze differentiate appraise discriminate calculate distinguish categorize examine compare experiment contrast inventory criticize question diagram test arrange manage assemble organize collect plan compose prepare construct propose create set up design synthesize formulate write appraise evaluate argue judge assess predict attack rate choose score compare select defend support estimate value While Bloom’s taxonomy doesn’t cover all kinds of learning outcomes, it can be very useful in helping us to think more carefully what we want students to do beyond just recalling content. This list of verbs can also be a reference in forming our outcomes as action statements. Morrison, Ross, Kalman, & Kemp (2011)

Expanded Performance-Content Matrix Recall Application Facts Concepts Principles and Rules Procedures Interpersonal Attitude Another useful way to think about learning outcomes is to identify the kind of outcome you are trying to achieve. The performance-content matrix was originally proposed by Merrill’s (1983) component display theory and later extended by Morrison, Ross, Kalman, & Kemp. For each kind of outcome, do you simply want students to recall the information or actually apply it. You’ll notice that you can only recall “facts” while you can apply concepts or principles that may use those facts. (Morrison et al., 2011)

Components of Learning Outcome Behavior Create a visual aid Context for a 3-5 minute speech on treating a health condition Performance criteria that shows an awareness of patient needs, is visually appealing and communicates treatment options clearly

Norm Referencing National Communication Association Field-specific What does communication competency involve in your field? Take a minute to think about your field – where might you find standards to consider? Think carefully about how successful professionals communicate. Unsuccessful professionals? Written – are there particular conventions of the discipline Spoken – are there certain languages or behaviors that indicate competency? Visual – do students need to construct graphic representations of data? Do they need to design materials in an appealing way? Incorporate pictures or visual evidence?

Types of Teaching Knowledge Content knowledge General pedagogical knowledge Curriculum knowledge Pedagogical content knowledge Knowledge of learners and their characteristics Knowledge of educational contexts Knowledge of educational ends, purposes, and values (Shulman, 1987)

Task Analysis Terminal Learning Outcomes Enabling Learning Outcomes Employ language that enhances the speaker's credibility, promotes the purpose, and the receiver's understanding. Enabling Learning Outcomes Define credibility Identify language that makes speakers appear more credible within a profession Identify the language that is understood by the audience Relate professional terminology to audience expectations

Task Analysis Terminal Learning Outcomes Enabling Learning Outcomes Communicate in a style appropriate to the professional nurse, through writing, speaking, and group participation. Enabling Learning Outcomes Choose appropriate technical vocabulary to communicate concepts Exhibit empathy for patients through nonverbal gestures Apply standard academic grammar principles to written reports Determine group members’ perspectives on a topic through active listening and identify points of consensus Another example: employ and evaluate interpersonal communication skills. could be broken into many smaller learning outcomes What interpersonal skills are relevant? How will you know students have accomplished them?

Assignments vs. Activities

Instruction Activities Assignments Learning Outcomes Listening Reading Researching Writing Presenting Discussing Designing Building Drawing Graphing Evaluating Defending Etc What’s the difference between assignments and activities? Assignments demonstrate what students have mastered Activities help students to develop mastery Activities may be evaluated during the course, but the focus of evaluation should be on student engagement and process rather than skill acquisition. Feedback can address students’ skill level.

Developing Assignments Focus on learning outcomes What is proper evidence? Feasible for you? Feasible for your students? Evidence for objectives Like forensic evidence, a good assignment gives clues as to what really happened in the learner’s mind. Start with the objective and think about what you really want students to be able to do. Choose an assignment that reflects their ability to perform that action. For example, if you’re teaching photography, a test may tell you if students can recall elements of strong visual composition, but it won’t tell if students can take a good picture. Likewise, If you want them to show good interdisciplinary collaboration, then the assignment can’t just be a speech or paper about a topic unfamiliar to them. Maybe they have to conduct an interview, create a video with someone in another discipline, or solve a problem that requires getting information from other people on campus. What is feasible for you as instructor What is feasible for students Other knowledge needed Resources available (requires knowing your learners) Next week we’ll talk about rubrics and grading these assignments

Developing Activities No magic formula Round the learning cycle Match activity to outcome I sometimes get asked, “What’s the best way to teach my classes?” That’s a difficult question to answer. What people often want is a set of steps they can follow that will automatically cause all of their students to be engaged and learn the material. But how you teach really depends on a lot of things. It depends on your students needs, what it is your trying to accomplish, and even your own style and comfort level as an instructor. There are many strategies you can use to teach the same concept, so there’s no magic formula that will instantly produce results. Of course, considering the learning cycle that we discussed last week and making sure you round the learning cycle for students is a good place to start because it will help you engage students in multiple ways. It’s also important to match your strategy to what your trying to achieve.

Learning Strategies Content Strategies Facts Concepts Principles and Rules Procedures Interpersonal Attitude Why don’t you give it a try. At your table, I’m going to give you the 6 types of outcomes proposed in the Expanded Performance-Content Matrix. I’m also going to give you some activities that you might use in the classroom. Match each activity with an appropriate type of outcome. Keep in mind that there could be multiple answers, but just look for one type of content that you might use the activity to address.

Learning Strategies Content Strategies Facts Drills, lecture, mnemonic devices Concepts Hear/view examples, sort into categories, compare and contrast, lecture, drills Principles and Rules Hear/view examples, complete worked examples, solve a problem, computer simulation, drills, paraphrase Procedures View a demonstration, complete worked examples, solve a problem, computer simulation, list steps, paraphrase, practice Interpersonal View a demonstration, mental rehearsal, role-playing, computer simulation, practice Attitude Defend a position, mental rehearsal

In General Don’t just do one thing Carefully sequence activities This requires: Clearly defining learning outcomes Listening to students Providing feedback

Communicating with Students

Assignment Description What will students need to do What are you expecting Think about your student’s perspective Get some feedback from actual students - Be clear - Be explicit

Giving Feedback Good teaching requires good listening. Pre-assess Periodically check for understanding How will students know how they are doing? Good teaching requires good listening. Feedback is key. Communication and Instruction are processes that change through interaction. Know your students Pre-assess interest and abilities as a baseline and target instruction accordingly How will you periodically check for understanding? How will students know how they are doing? – confirmation, immediacy both linked to positive student outcomes

One Final Note

Evaluation How will you know your class was successful? Formative Evaluation – ongoing checkpoints Midterm evaluation Summative Evaluation – end of semester Student products? Student Feedback? Self-reflection?

References Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011). Designing effective instruction. John Wiley & Sons, Inc. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 5, 1–22.

Questions?