From Intended Learning Outcomes to Teaching/Learning Activities Claus Brabrand ((( ))) ((( ))) Associate Professor, IT University of Copenhagen Denmark ITU Teaching/Learning Seminar: Teaching/Learning Activities ( 10:30 – 10:45 )

From ILO's to TLA's Claus Brabrand ((( ))) ((( ))) Associate Professor, IT University of Copenhagen Denmark ITU Teaching/Learning Seminar: Teaching/Learning Activities ( 10:30 – 10:45 )

Summary from Last Year Constructive Alignment and Intended Learning Outcomes

[ 4 ]  Make explicit ILO's   (…and tell this to students) TLA's = ILO's = AT's Teaching/Learning Activities Assessment Tasks Constructive Alignment vs. ROBERT: extrinsically motivated ROBERT: extrinsically motivated SUSAN: intrinsically motivated SUSAN: intrinsically motivated

[ 5 ] Intended Learning Outcomes From content:...to competence: Intended Learning Outcomes using verbs from The SOLO Taxonomy! ILO's: describe... compare... explain... analyze... To understand: deadlock interference synchronization...  analyze explain Teacher Student name recite Understanding?!? Have the student do something; and then "observe" product and/or process vs.   

[ 6 ] The Implementation Process 1) Think carefully about: overall goal of course (what are the stud. to learn?) 2) Operationalize these goals: and express them as (SOLO) intended learning outcomes 3) Carefully design (TLA's): teaching/learning actitivites (  intended learning outcomes) 4) Carefully design (AT's): assessment tasks (  intended learning outcomes) alignment learning supportlearning incentive More information on implementing alignment: [ ]

Teaching/Learning Activities General advice

[ 8 ] Lecture (about Application) Teacher activity: Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question active teacher passive student vs. [ Biggs & Tang 2007, p.137 ] vs.

[ 9 ] Student Activation Average retention rate 5% 10% 20% 30% 50% 75% 80% Lecture Reading Audiovisual Demonstration Discussion group Practice by doing Teaching others [ NTL Institute for Applied Behavioral Science, Bethel, Maine ] passive student active student activation The (in-famous) "Learning Pyramid": Doing: Learning to do Doing: Learning to do Listening: Learning about Listening: Learning about

[ 10 ] Listening vs. Doing Learning (about): about application about cooking about programming about designing about analysis about construction about relating... Learning (to do): to apply to cook to program to design to analyse to construct to relate... student listening student doing !! vs. (to something about something)

[ 11 ] From ILO's to TLA's Note: there is a workshop on this later today (17: :20) Design TLA's = ILO's Given (carefully chosen) : student-centric ILO's: describe... compare... explain... analyze... FOCUS TODAY!

Thank you ! Have a great seminar !

[ 13 ] Key References ”Teaching for Quality Learning at University” John Biggs & Catherine Tang Society for Research into Higher Education, McGraw-Hill. ”Evaluating the Quality of Learning: The SOLO Taxonomy” John Biggs & Kevin F. Collis London: Academic Press, 1982 ”Teaching Teaching & Understanding Understanding” Claus Brabrand & Jacob Andersen 19 minute award-winning short-film (DVD) Aarhus University Press, Aarhus University, 2006 "Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics" Claus Brabrand & Bettina Dahl CRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007

[ 14 ] Lecture problem oriented discipline oriented teacher centric student centric Lecture

[ 15 ] Constructive Alignment ILO's (Intended Learning Outcomes) Explicitly defined and communicated TLA's (Teaching/Learning Activities) Designed to meet ILO's AT's (Assessment Tasks) Designed to assess ILO's learning support learning incentive