1. Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 “Department Seminar on Teaching & Learning” IT University of Copenhagen ((( May 28, 2008 )))

2. Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 “Intro to Constructive Alignment & The SOLO Taxonomy” IT University of Copenhagen ((( May 28, 2008 ))) – Theory & Practice –

3. [ 3 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Morning) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 09:15 10:10 --- 15’ break --- Group Exercise (“heterogeneous groups”):  “Discussion of Theory in Practice” 11:05 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 09:00

4. [ 4 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Afternoon) Main Group Exercise (“homogeneous groups”):  “Application of Theory in Practice” Short presentations of Good Examples 13:30 16:10 --- short (10’) break --- Poster Session (Tour I + Tour II) 16:40 18:30 Dinner + Bar:  “Dinner + Bar” Course Descriptions:  “Good advice on how to write course descriptions” 13:00 + short breaks End Note:  by Mads Tofte & Claus Brabrand 18:20 --- short (10’) break --- + short break

5. [ 5 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Morning) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 09:15 10:10 --- 15’ break --- Group Exercise (“heterogeneous groups”):  “Discussion of Theory in Practice” 11:05 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 09:00

6. [ 6 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 First: Exercise Before we start; “Focus exercise”: 1) Write down answer to: "what is good teaching?" 2) Swap Post-Its... T

7. [ 7 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 “Teaching for Quality Learning at University - What the student does” “Teaching for Quality Learning at University - What the student does” Constructive Alignment & SOLO Taxonomy: Teaching & Learning (theory) “Teaching Teaching & Understanding Understanding” “Teaching Teaching & Understanding Understanding” 19 minute 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 your ”registration bag” + paper)

8. [ 8 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Exercise Buzz Session: 1) Discuss w/ neighbour: "which of the messages of the film did you find particularly relevant ?" 2) Write it on a Post-It 3) Swap Post-Its… T

9. [ 9 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Alignment  Make explicit ILO’s (Intended Learning Outcomes):   (…and tell this to students) Exam = ILO’s = Teaching

10. [ 10 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Student Motivation  Susan: (”intrinsic motivation”) - wants to…: learn !  Robert: (”extrinsic motivation”) - to…: pass exams !

11. [ 11 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Constructivism  ”Transmission is Dead…” : (lectures = )  Knowledge is… Actively Constructed ! active teacher & passive students ! risk

12. [ 12 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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, …

13. [ 13 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Stud Learning Focus  Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’)  Student activitation  learning

14. Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Break (until 10:10) Please put the Post-Its on the wall "What is good teaching?" “Film message(s)?"

15. [ 15 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Morning) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 09:15 10:10 --- 15’ break --- Group Exercise (“heterogeneous groups”):  “Discussion of Theory in Practice” 11:05 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 09:00

16. [ 16 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 From Content to Competence:  ”advocate a shift in perspective” From Theory to Practice… Elaborate on SOLO (for Competences):  ”advocate SOLO for competences” New Danish Grade Scale:  ”show relation to new grade scale” 1 2 3 How to write Course Descriptions:  ”concrete advice” --- After lunch: --- AFTER LUNCH

17. [ 17 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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. [ 18 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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. [ 19 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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 measured (!)

20. [ 20 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 '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

21. [ 21 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Neighbour Discussion Discuss with neighbour: "does this make sense ?!?" (content  competence) T

22. [ 22 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 From Content to Competence:  ”advocate a shift in perspective” From Theory to Practice… Elaborate on SOLO (for Competences):  ”advocate SOLO for competences” New Danish Grade Scale:  ”relation to new grade scale” 1 2 3 How to write Course Descriptions:  ”concrete advice” --- After lunch: --- AFTER LUNCH

23. [ 23 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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. [ 24 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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. [ 25 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

26. [ 26 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 From Content to Competence:  ”advocate a shift in perspective” From Theory to Practice… Elaborate on SOLO (for Competences):  ”advocate SOLO for competences” New Danish Grade Scale:  ”relation to new grade scale” 1 2 3 How to write Course Descriptions:  ”concrete advice” --- After lunch: --- AFTER LUNCH

27. [ 27 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 “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!

28. [ 28 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Intended Learning Outcomes ! Consequence: Every course has to explicitly define…: Intended Learning Outcomes (!)

29. Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Break (until 11:05) “Key competences for your course”? Please put the Post-Its on the wall After break: Heterogeneous group exercise (meet here for instructions) Concurrency: analyze for deadlock compare models Concurrency: analyze for deadlock compare models

30. [ 30 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Morning) Introduction to Teaching & Learning:  “Constructive Alignment & The SOLO Taxonomy” From Theory to Practice:  “From Content to Competence” 09:15 10:10 --- 15’ break --- Group Exercise (“heterogeneous groups”):  “Discussion of Theory in Practice” 11:05 12:00 Lunch:  “One hour lunch break” Welcome & Presentation of Programme:  by Mads Tofte & Claus Brabrand 09:00

31. [ 31 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Discuss how ‘main messages’ of the film relate to your own teaching (either given/received) Group Exercise Group Exercise (in ”heterogeneous groups”): T Note: Groups are in the programme

32. Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 LUNCH! We resume here at 13:00

33. [ 33 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Afternoon) Main Group Exercise (“homogeneous groups”):  “Application of Theory in Practice” Short presentations of Good Examples 13:30 16:10 --- short (10’) break --- Poster Session (Tour I + Tour II) 16:40 18:30 Dinner + Bar:  “Dinner + Bar” Course Descriptions:  “Good advice” & “How to…” 13:00 + short breaks End Note:  by Mads Tofte & Claus Brabrand 18:20 --- short (10’) break --- + short break

34. [ 34 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

35. [ 35 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

36. [ 36 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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”  ”Aesthetics & History of Dancing”  ”Migration Patterns of Flock Birds”

37. [ 37 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

38. [ 38 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Starting Point Content description (Concurrency '04+'05): What is the overall goal of the course...? (what are the students to learn) “think big picture”

39. [ 39 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Overall Course Philosophy Example: ‘Concurrency’ Philosophy: “Model-Based Design for Concurrency”:

40. [ 40 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

41. [ 41 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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 

42. [ 42 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

43. [ 43 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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:

44. [ 44 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

45. [ 45 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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 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 ? SOLO Analyses

46. [ 46 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

47. [ 47 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

48. [ 48 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

49. [ 49 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Afternoon) Main Group Exercise (“homogeneous groups”):  “Application of Theory in Practice” Short presentations of Good Examples 13:30 16:10 --- short (10’) break --- Poster Session (Tour I + Tour II) 16:40 18:30 Dinner + Bar:  “Dinner + Bar” Course Descriptions:  “Good advice” & “How to…” 13:00 + short breaks End Note:  by Mads Tofte & Claus Brabrand 18:20 --- short (10’) break --- + short break

50. [ 50 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Common SOLO Competences From a study of 632x courses at NAT/(AU+SDU)

51. [ 51 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Group Exercise Group Exercise (in ”homogeneous groups”): Rewrite course description (for “your group’s course”) & incorporate recommendations (Anna will distribute ’old course descriptions’ for your convenience) 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 measured ! Note: Groups are in the programme

52. [ 52 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Object-Oriented Prog. – Intro 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).

53. [ 53 ] Claus Brabrand “Department Seminar on Teaching & Learning”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

54. [ 54 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Agenda (Afternoon) Main Group Exercise (“homogeneous groups”):  “Application of Theory in Practice” Short presentations of Good Examples 13:30 16:10 --- short (10’) break --- Poster Session (Tour I + Tour II) 16:40 18:30 Dinner + Bar:  “Dinner + Bar” Course Descriptions:  “Good advice” & “How to…” 13:00 + short breaks End Note:  by Mads Tofte & Claus Brabrand 18:20 --- short (10’) break --- + short break

55. [ 55 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

56. Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 Thank You! ((( http://www.daimi.au.dk/~brabrand/short-film/ )))http://www.daimi.au.dk/~brabrand/short-film/ Film's homepage:

57. Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 BONUS SLIDES

58. [ 58 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

59. [ 59 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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 0 10 2 5 8 -2-5 Symmetric transplacement 02 12 4 7 10 00-3 Avoid using “negative grades” Add 2

60. [ 60 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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)

61. [ 61 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 ”Top 10 Competences” ”Top 10 Competences” for: Computer Science vs. Natural Science (= PHYS+CHEM+BIO+MOL.BIO) vs. Mathematics

62. [ 62 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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 ]

63. [ 63 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

64. [ 64 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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"

65. [ 65 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

66. [ 66 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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

67. [ 67 ] Claus Brabrand “Department Seminar on Teaching & Learning”May 28, 2008 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) ”