1. Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Constructive Alignment for Teaching Model-Based Design for Concurrency Claus Brabrand ((( brabrand@daimi.au.dk ))) DAIMI, Dept. of Computer Science STENO, Dept. of Studies of Science & Science Education UPNET, University Teaching/Learning Network University of Aarhus TeaConc 2007 – Invited Talk

2. [ 2 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Outline Introduction: Background, Motivation, and Expectations The Theory of Constructive Alignment: FILM: " Teaching Teaching & Understanding Understanding " "From Theory to Practice": 'From content to competence' Implementing Alignment: Constructive Alignment for Teaching Concurrency Open discussion: Debate... 1 2 3 4 5

3. [ 3 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Background (~ this talk) Concurrency 2004+2005: "Pre-alignment" Learned about teaching/learning theories In particular: Constructive Alignment, The SOLO Taxonomy, Constructivism,... Concurrency 2006+2007: "Post-alignment"

4. [ 4 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 'Post-It' exercise But first: Post-It exercise: T 1) Write down answer to: "what is good teaching?" 2) Swap Post-Its...

5. [ 5 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Outline Introduction: Background, Motivation, and Expectations The Theory of Constructive Alignment: FILM: " Teaching Teaching & Understanding Understanding " "From Theory to Practice": 'From content to competence' Implementing Alignment: Constructive Alignment for Teaching Concurrency Open discussion: Debate... 1 2 3 4 5

6. [ 6 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Let's watch the short-film... Teaching & Understanding Teaching & Understanding ((( ))) Available on DVD through Aarhus University Press:Aarhus University Press ((( http://www.daimi.au.dk/~brabrand/short-film/ )))http://www.daimi.au.dk/~brabrand/short-film/ Features Epilogue by John Biggs, DVD menu, and subtitles in English, French, Spanish, Portuguese, Italian, German, and Danish Inspired by: "Teaching for Quality Learning at University", John Biggs

7. [ 7 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Outline Introduction: Background, Motivation, and Expectations The Theory of Constructive Alignment: FILM: " Teaching Teaching & Understanding Understanding " "From Theory to Practice": 'From content to competence' Implementing Alignment: Constructive Alignment for Teaching Concurrency Open discussion: Debate... 1 2 3 4 5

8. [ 8 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 From Content to Competence (Concurrency 2004+2005) course aims: Given in terms of a 'content description': Essentially: This is a bad idea for 2 reasons...! The goal is...: To understand: deadlock interference synchronization...

9. [ 9 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Problem with 'content' as aim What is the problem with 'content' as learning objectives ?!? Objective: To understand: deadlock interference synchronization... analyze... theorize... explain... circa-describe... 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.)

10. [ 10 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Problem with 'understanding' Why not use 'understanding' as learning objectives ?!? The answer is simple : concept of deadlock ?!  Objective: To understand: deadlock interference synchronization... It cannot be measured (!)

11. [ 11 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 'Competence' as objectives ! 'Competence' as learning objectives ! Evaluation = Have the student do something, and then measure 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 ]

12. [ 12 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Neighbour Discussion Discuss with neighbour: "does this make sense ?!?" (content  competence) T

13. [ 13 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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" depth (qualitative levels) surface (quantitative levels)

14. [ 14 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 SOLO (elaborated) to theorize to generalize to hypothesize to predict to analyze to relate to compare to explain causes to describe to combine to classify to perform algorithm to do simple procedure to define to identify to recite extended abstract relational multi structural SOLO 5 SOLO 4 SOLO 3 R R2R2 R3R3 R1R1 R x x Graphic Illustration Legend immediately relevant aspects – given! related or hypothetical – not given! irrellevant or inappropriate student response x R R SOLO 2 uni structural R x R' R'' x R X

15. [ 15 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 SOLO (more verbs) "extended abstract" "relational" "multi structural" & "uni structural" to theorize to hypothesize to generalize to critize to predict to apply theory (to 'near' problems) to reason about (reach conclusion) to explain (cause-effect) to explain (similarities-differences) to explain (strengths-weaknesses) to describe to structure at collate to combine to classify to perform algorithm to apply theory (to 'distant' problems) to put-into-perspective to reflect to judge to discuss S OLO 2 + 3 S OLO 4 S OLO 5 to analyze to argue to relate to compare to integrate to enumerate to paraphrase to do simple procedure to define to identify / name to recite Note: the list is non-exhaustive

16. [ 16 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Concrete Example and 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': put learning focus on student (Note: 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

17. [ 17 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Post-It exercise Write down 1-2 key competences (i.e., verbs) (for your concurrency course) T 5 4 2+3

18. [ 18 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Outline Introduction: Background, Motivation, and Expectations The Theory of Constructive Alignment: FILM: " Teaching Teaching & Understanding Understanding " "From Theory to Practice": 'From content to competence' Implementing Alignment: Constructive Alignment for Teaching Concurrency Open discussion: Debate... 1 2 3 4 5

19. Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 10' Break Please put the Post-Its on the wall "What is good teaching?" Key competences (in your course)

20. [ 20 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Outline Introduction: Background, Motivation, and Expectations The Theory of Constructive Alignment: FILM: " Teaching Teaching & Understanding Understanding " "From Theory to Practice": 'From content to competence' Implementing Alignment: Constructive Alignment for Teaching Concurrency Open discussion: Debate... 1 2 3 4 5

21. [ 21 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Disclaimer  not to exhibit a perfectly aligned course;  but to show how the principles of alignment can be put to use (in particular, how it may serve as guidelines for the exam and TLA). [ TLA := Teaching/Learning Activities ] The point of this part is:

22. [ 22 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

23. [ 23 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Starting Point Content description (Concurrency '04+'05): What is the overall goal of the course...? (what are the students to learn)

24. [ 24 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Overall Course Philosophy Model-Based Design for Concurrency:

25. [ 25 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Thoroughly Motivate (what can they do, if they 'bother' learning this?)

26. [ 26 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

27. [ 27 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 #1 #2 #3 Intended Learning Outcomes 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  T

28. [ 28 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

29. [ 29 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 On Aligning the Exam (~ ILOs) Pre-alignment (Concurrency 2004+2005): Group Project (50%) Individual Multiple-Choice Test (50%) Post-alignment (Concurrency 2006+2007): Group Project (50%) Individual Multiple-Choice Test (50%) However; BIG differences...!  Coincidentally: 'Inherited' from pre-2004: Because it seemed like a good idea to do a project Carefully designed (~ILOs): Project good for evaluating model-based design process Added in 2005: Politically motivated: exam must have individual part! Carefully designed (~ILOs): MC-test good for evaluating analytical skills (~problem): to analyze/compare models

30. [ 30 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Project (pre- vs. post-alignment) 2004 Project: "The Beer Factory": 2006 Project: "The Banana Republic":   Some student projects with no appearant model  impl. relationship (at least, to me)!  No explicit learning objectives (only 'list of contents')  No explicit project grading criteria  result

31. [ 31 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 The Banana Republic Project designed (~ ILO's): (a) Construct unsafe model (w/o controller); (b) Test model - observe that collisions with 'El Presidente' can occur; (c) Define safety property NO_CRASH; (d) Verify that collisions can occur; (e) Construct a controller (such that collisions can no longer occur); (f) Verify that collisions can no longer occur; (g) Define liveness property ('El Presidente' can eventually leave); (h) Implement model in Java. Grading (of the report):  construct models...  apply common solutions...  relate spec  model...  test model...  define properties...  verify model wrt. properties...  implement model...  relate model  impl... All ILO's except:  analyze models  compare models Better evaluated on MC-test

32. [ 32 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 2004 MC-test: 2006 Project: MC-test (pre- vs. post-alignment)  analyze models (and programs) wrt. behavior (a bunch of seemingly reasonable questions): Carefully designed (~ ILO's):  Bad Alignment  compare models (and program) wrt. behavior

33. [ 33 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Example: analyze models Good Alignment

34. [ 34 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Example: compare models Good Alignment

35. [ 35 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

36. [ 36 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 On Aligning the TLA (~ ILOs) Pre-alignment (Concurrency 2004+2005): Lectures (2-3 hrs/week) 'Theoretical Exercise Classes' (2 hrs/week) 'Programming Lab' (2 hrs/week) Post-alignment (Concurrency 2006+2007): Lectures (2-3 hrs/week) with activation exercises 'Theoretical Exercise Classes' (2h/w) apply common solutions 'Programming Lab' (2 hrs/week) hands-on training for project Weekly hand-ins (every week) train for project (w/ feedback!) MC-test sample questions (given early) train for MC-test  [ Idea due to colleague Thomas Hildebrandt at ITU ] essentially teacher-centric "monologues" student-centric

37. [ 37 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 TLA's (post-alignment) Student-centric: 'Theoretical Exercise Classes' (2h/w) apply common solutions 'Programming Lab' (2 hrs/week) hands-on training for project Weekly hand-ins (every week) train for project (w/ feedback!) MC-test sample questions (given early) train for MC-test Teacher-centric: Lectures (2-3 hrs/week) with activation exercises { apply common solutions } { construct, implement, test, verify, define, apply } { construct, implement, relate } { analyze, compare } introduce fundamental concepts/problems/solutions (in terms of models & impl)

38. [ 38 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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 ? ?

39. [ 39 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Conclusions (pre vs. post) Subjectively: Constructive Alignment (!!!): To the point that I bothered making a film about it :) Own behavior changed: From 'intuition' to conscious choices; awareness of alternatives and of consequences of choices (~ student learning) My students' behavior (from my perspective): More focusses on learning the objectives (esp. 'to relate')  Student background and prerequisites;  The "Susan/Robert ratio";  Teacher's experience gain; Disclaimer: (many factors involved that vary from-year-to-year)......and many more

40. [ 40 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Objectively (I/III): (Questionnaire at end, 7-step scale) Student satisfaction: "slightly more satisfied"..or "constructive alignment doesn't compromize student satisfaction" Student proficiency: More useful figures (~learning) ! However: I only have post-alignment data :( Thus: "inconclusive" :( self-reported Pre ('04-'05) Post ('06-'07) Pre ('04+'05) Post ('06+'07)

41. [ 41 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Objectively (II/III): (Competences explicitly tested & trained) Competences explicitly tested and trained for: Conclusion: "Substantial SOLO-level increase" (~ good teaching) ! Much better projects (esp. 'model  impl' relationship) !

42. [ 42 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Objectively (III/III): (Qualitative data from 2006 eval) Anonymous student in 2006 evaluation: “This course has been awesome! It took me a while to be able to think in models, but I saw the light along the way.” “Lectures have been great, the theoretical exercise classes have been rewarding and the feedback has been immense and insightful” “I did not have a lot of time to do the exercises, but they seemed relevant from week to week.” “The mini project was a good and solid exercise in analyzing a problem, making a model and implementing it. A very good exercise!” Overall: Teaching: Exercises: Project:

43. [ 43 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Outline Introduction: Background, Motivation, and Expectations The Theory of Constructive Alignment: FILM: " Teaching Teaching & Understanding Understanding " "From Theory to Practice": 'From content to competence' Implementing Alignment: Constructive Alignment for Teaching Concurrency Open discussion: Debate... 1 2 3 4 5

44. [ 44 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Open Discussion... "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 1 - 2 - 3 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 ?

45. [ 45 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

46. [ 46 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

47. [ 47 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

48. Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Thank You! ((( http://www.daimi.au.dk/~brabrand/short-film/ )))http://www.daimi.au.dk/~brabrand/short-film/ Film's homepage:

49. Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 BONUS SLIDES

50. [ 50 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 The Role of the Exam Alignment: A theory of planning (over the course of a course) A theory of motivation (and incentive) The exam as a...: "Necessary evil" Motivational and learning-guiding pedagogical tool for the teacher(!) application of alignment "The exam does not come after, but before the course!"

51. [ 51 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Motivation Beyond the Exam Motivational problem: “Why bother learn the course material?”: Tell them why it is important to learn these things: How could these skills benefit them in their work/life/… (focus on advantages) [ Example… ]

52. [ 52 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Program world Model world Concrete Abstract P M abstraction concretization Programs and Models

53. [ 53 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 On Program Equivalence Program world Model world Concrete Abstract ~ P P’ M M’ 1. P ~ P’ ? 2. abstract 3. M ~ M’ ? 4. relate 5. M ~ M’ ! 6. concretize 7. P ~ P’ ! What discerns a really good programmer from one that is not so good is the capability of moving (consciously or unconsciously) between the concrete world of programs and the abstract world of models (via abstraction and concretization). Specifically, such a programmer is capable of (consciously or unconsciously): - 1) abstracting programs into models - 2) reasoning about the models - 3) concretizing the insights back into the world of programs

54. [ 54 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 On Property Satisfaction What discerns a really good programmer from one that is not so good is the capability of moving (consciously or unconsciously) between the concrete world of programs and the abstract world of models (via abstraction and concretization). Specifically, such a programmer is capable of (consciously or unconsciously): - 1) abstracting programs into models - 2) reasoning about the models - 3) concretizing the insights back into the world of programs

55. [ 55 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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 ]

56. [ 56 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

57. [ 57 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 Based on John Biggs' Theories 2nd edition (3rd edition expected this fall) "Teaching for Quality Learning at University", John Biggs

58. [ 58 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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"

59. [ 59 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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

60. [ 60 ] Claus Brabrand TeaConc 2007 – invited talkJune 25, 2007 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