Acadia Institute for Teaching and Technology1 Creating a Balanced Course

Acadia Institute for Teaching and Technology2 What needs to be balanced? Content vs. Process Learning Formative vs. Summative Evaluation Passive vs. Active Learning Feedback is what lets us know we have the balance right

Acadia Institute for Teaching and Technology3 Process vs. Content Content Process HowWhat

Acadia Institute for Teaching and Technology4 In The Past Content Process

Acadia Institute for Teaching and Technology5 Why is process important? The knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. Memorizing facts and information is not the most important skill in today's world. Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data.

Acadia Institute for Teaching and Technology6 How much content is enough? For students, the experience of learning is mostly a balance tipped far in favor of content over process, and so they master the material, but leave the course having learned little. And we in higher education have yet to confront central questions as to the role and function of content in learning. How much content is enough? … How much of what’s covered winds up being learned deeply and permanently so that it can be applied and used?” Maryellen Weimer -

Acadia Institute for Teaching and Technology7 Learning Goal The question is not “can I teach them everything they need to know.” Even if we were able to do this (which we are not) it should not be our goal. The question is “what is the minimum amount I can teach that will enable them to learn more on their own.” Remember the process used to learn new content is more important than the content itself.

Acadia Institute for Teaching and Technology8 From what to how The focus of our teaching must shift to more “how we come to know” and less on “what we know” In COMP 1813 a shift from just memorizing commands to producing a product. This works both on an individual basis and/or as part of a group. New Blooms

Acadia Institute for Teaching and Technology9 How do or would you evaluate process?

Acadia Institute for Teaching and Technology10 Formative vs. Summative evaluation Summative – evaluation of student or instructor regarding their final level of knowledge and/or skill. Typically done using: major tests, exams, term projects and course evaluations. Formative - assessment of a person’s current knowledge and/or skill level with the goal of improving it. Typically done using; quizzes, short papers and surveys. Material Form Sum

Acadia Institute for Teaching and Technology11 Formative vs. Summative The tendency is to provide more summative evaluations of students than formative ones. Adding more quizzes to COMP 1813

Acadia Institute for Teaching and Technology12 Repetition Counts One way to think about it is to consider how many chances the students get cover the material again as this has a direct impact on what they will remember six months later: 1 - I forgot it all 2 - I remember it was covered 3 - I know something about it 4 - I know most of it 5 - I remember it

Acadia Institute for Teaching and Technology13 Criterion-referenced and norm-referenced Criterion referenced assessment, as the name implies, occurs when candidates are measured against defined (and objective) criteria. Criterion referenced assessment is often, but not always, used to establish a person’s competence (whether s/he can do something). Norm-referenced assessment is not measured against defined criteria. This type of assessment is relative to the student body undertaking the assessment. It is effectively a way of comparing students.

Acadia Institute for Teaching and Technology14 Formative assessment using criterion?

Acadia Institute for Teaching and Technology15 What is active learning? Active learning is simply having students engage in some activity that forces them to think about and comment on the information presented. Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. –Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,” AAHEBulletin 39: 3-7, March 1987

Acadia Institute for Teaching and Technology16 Active learning builds Knowledge We learn 20 percent of what we both see and hear. We learn 80 percent of what we experience actively or practice. Information Transfer Material  Student Knowledge Building Student  Apply Learning Retained Student  Material

Acadia Institute for Teaching and Technology17 Use of Class Time Information Transfer Knowledge Building Learning Retained LectureLecture & Activity 1 hour ½ hour

Acadia Institute for Teaching and Technology18 Use of Class Time Information Transfer Knowledge Building Learning Retained LectureLecture & Activity 1 hour ½ hour

Acadia Institute for Teaching and Technology19 Active learning Examples Group work –Presenting topics or reporting on research Role plays –Acting our an historical event or representing physical forces Case studies –Real world scenario that requires an action (messy) Guided Imagery Exercise –Putting your self in history or watching a chemical reaction take place Problem Based Learning –Constructing solutions to open-ended and complex problems

Acadia Institute for Teaching and Technology20 How do or would I use active learning?

Acadia Institute for Teaching and Technology21 Feedback helps us create a balanced course Feedback allows us to modify the course to better meet the needs of the students. Provides clear direction on how they can improve their teaching style. Creates a deeper relationship between themselves and the students. Content vs. Process Learning Formative vs. Summative Evaluation Passive vs. Active Learning

Acadia Institute for Teaching and Technology22 I didn't understand –the history of computers. It was too quick. Will those ppt notes go up on acme? I would like to learn more about –i would like to learn more about how bits and bytes actually work I really liked –Doing the hands on work ie: creating folders etc because I found it was easier to learn it when we were actually doing the work rather than listening to you explain about it. Thinking about this week in COMP 1813