1. Learning Outcomes and Assignments

2. Multimodal Communication  Mode – form or type of something  Multi – many  Multimodal – many forms of communication  Oral  Written  Visual

3. What forms of communication do you use in the classroom? Write one idea per sticky note Examples: class discussion, lecture, cartoons, journal articles, etc. Place on the Venn diagram in the appropriate column

4. What forms of communication will students use in their careers? Write one idea per sticky note Examples: scientific reports for company, press releases, gallery statements, team meetings Place on the Venn diagram in the appropriate column

5. Visual Communication  Movies  Photographs  Charts and Tables  Layout on page  Clothes and appearance Infographic by Cheyenne Davis, Pres U Tutor

6. Shifting Needs “It is no longer possible to think about literacy in isolation from a vast array of social, technological and economic factors. Two distinct yet related factors deserve to be particularly highlighted. These are, on the one hand, the broad move from the now centuries long dominance of writing to the new dominance of the image and, on the other hand, the move from the dominance of the medium of the book to the dominance of the medium of the screen. These two together are producing a revolution in the uses and effects of literacy and of associated means for representing and communicating at every level and in every domain.” (Kress, 2003, p. 1)

7. What Employers Want 89% of employers say that 4-year colleges should place MORE emphasis on helping students develop effective oral & written communication skills, capabilities, and knowledge (Hart Research, 2010). Employers consistently rate communication skills as one of the most highly desired skills among college graduates seeking a job (Forbes, 2014).

8. Faculty Fellows Program  Incorporate multimodal communication in teaching  Develop students’ ability to communicate what they know using 21 st century tools and processes

9. Common Misconceptions 1.Creating a class is about deciding what content to cover 2.I only write learning outcomes because they are required by administrators 3.Most of the time I devote to a class is spent actually in the classroom or grading assignments 4.There’s an ideal teaching strategy

10. The Reality 1.Teaching is about helping students to become competent in an area Both what they know and what they can do 2. Learning outcomes should be the driving force of the course 3. Designing a great class requires a lot of time up front, but this can reduce the time I spend lecturing and re- teaching later. 4. How I teach depends on what I am trying to accomplish

12. Learning Outcomes  Measurable, stated in terms of what students will do  Future-oriented beyond the class

13. Good, Better, Best 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

14. Avoid Phrases You Can’t Measure learn how to develop skills in discover examine demonstrate knowledge of be aware gain the ability acquire grow/increase – unless you are really measuring this

15. Bloom’s Taxonomy 1.Knowledge2. Comprehension3. Application Recall informationInterpret 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. Analysis5. Synthesis6. 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 Morrison, Ross, Kalman, & Kemp (2011)

17. Good, Better, Best Make sure you really capture what you want students to do as a result of your class.

18. Learning Outcome Checklist Observable Action Related to communicating ideas In an appropriate way for students’ future needs

19. Developing Assignments Focus on learning outcomes What is proper evidence? Feasible for you? Feasible for your students?

20. Assessment Activities Learning Outcomes Listening Reading Researching Writing Presenting Discussing Designing Building Drawing Graphing Evaluating Defending Etc Instruction

21. Expanded Performance-Content Matrix Content Performance RecallApplication Facts Concepts Principles and Rules Procedures Interpersonal Attitude (Morrison et al., 2011)

22. Learning Strategies Content Strategies Facts Concepts Principles and Rules Procedures Interpersonal Attitude

23. Learning Strategies Content Strategies FactsDrills, lecture, mnemonic devices ConceptsHear/view examples, sort into categories, compare and contrast, lecture, drills Principles and RulesHear/view examples, complete worked examples, solve a problem, computer simulation, drills, paraphrase ProceduresView a demonstration, complete worked examples, solve a problem, computer simulation, list steps, paraphrase, practice InterpersonalView a demonstration, mental rehearsal, role-playing, computer simulation, practice AttitudeDefend a position, mental rehearsal

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

25. References Adams, S. (2014, November 12). The 10 skills employers most want in 2015 graduates. Forbes.com. Hart Research Associates. (2010, January 10). Raising the bar: Employers’ views on college learning in the wake of the economic downturn. Washington, D.C.: Association of American Colleges and Universities. Kress, G. (2003). Literacy in the new media age. London: Routledge. 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.

26. Questions?