If you are faced with lots of 'content' and challenged to have a comprehensive set of learning outcomes at high levels of learning, consider having a hierarchy... I use a software program that supports 'Performance Based Learning' and the hierarchy looks like this:
Course Goal (almost the same as a Course Description)
Course Competencies - 6 -10 competencies for a 36H (1 credit course), written at 'application level' or above (hence the name Performance Based)
Learning Objective - up to 20 learning objectives that support (in terms of content and foundations) the attainment of a course competency AND likely predicts the content of the learning plan AND often informs the criteria for the competency
Performance Standards (aka Conditions and Criteria) relate to the course competency and the course competency is what we evaluate.
AND, YES, it is hard to be specific about the assessment task and criteria early. However, resist the urge to develop content before you are sure about your learning outcomes and assessment tasks. As subject matter experts it is VERY tempting to teach everything, when the learner only needs to demonstrate the competency.
Sunday, November 2, 2014
Friday, October 31, 2014
week seven, schemes and analysis
Discussion
In the folder titled Session 7: Sequencing Schemes and Types of Analysis :
CRANTON:
The sequence of learning experiences is critical not only for how we learn but for how we feel about learning.
hierarchal task analysis, commonly used with technical (and psychomotor) or lower end of the cognitive domains (objective knowledge)
Students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning.
Can help us to consider the levels of learning within the objectives.
Helps us with the evaluation of learning and meeting prerequisites.
conceptual learning strategies, used for learning at higher levels of the cognitive and affective domains.
(subjective knowledge)
In many disciplines the structure of the knowledge is not hierarchal in nature. Conceptual sequencing are those that are based on some relationship or set or relationships between ideas or concepts in the subject.
Conceptual sequencing strategies:
historical or chronological
author or school of thought
easy to difficult
concrete to abstract
framework to detail
social or cultural perspectives
process
thematic
Experience-based sequencing strategies:
dependence to independence
confidence-building
fragmentation to integration
reactive
*when the knowledge combines the domains, a combination of sequencing strategies can be used.
Procedural analysis:
When we are working in the psychomotor domain, it usually makes sense to sequence the learning in the order of the steps to be performed while carrying out and completing the task.
choosing a learning strategy:
first consideration is the nature and nature and structure of the knowledge we are working with.
Methods and materials:
A variety of methods is important for maintaining student engagement and connecting with the different personalities and preferences of students.
A gradual transition from teacher centered to more learner centered activities may be important as trust and confidence builds over time with the learners and environment.
Context:
A consideration towards teaching and learning experiences. Examples are time of day for the course or session, class size, work setting or not, facilities.....
MORRISON ET AL:
Sequencing is the efficient ordering of content in such a way as to help the learner achieve the objectives in an efficient and effective manner.
Prerequisite method (Gagne, 1985) is based on the learning hierarchy that identifies skills that are dependent on other skills.
Posner and Strike (1976) method is a set of sequencing strategies based on learning that is world related, learning related and concept related.
3 sequencing schemes:
1. learning related: sequencing the content based on 5 student-learning characteristics, identifiable prerequisite, familiarity, difficulty, interest, development (p.125)
2. world related scheme suggesting sequencing based on spatial. temporal and physical relationships; concepts that are representative of real world objects, people and events
3. concept-related scheme suggests sequencing based on the relationships between the concepts, in a manner consistent with how we organize the world conceptually or logically. Four schemes: class relations, propositional relations, sophistication and logical prerequisite. (p.127)
English and Reigeluth (1996) method is a more recent approach based on Reigeluths elaboration theory.
Elaboration theory makes distinctions between two types of expertise the learners will develop.
Content expertise: describes instruction that will help the learner to master a body of knowledge.
Task expertise describes a unit that will help the learner become an expert at a task.
*The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. -Morrison et al.
MY POST:
Cranton describes learning strategies having an effect on how we learn and how we feel about learning. Morrison describes sequencing as a means to an effective and efficient learning experience.
Cranton breaks it down to the domains of learning and two sequencing strategies that align with the domains: hierarchal task analysis and conceptual learning strategies.
Morrison et al uses theorists concepts to explain the sequencing strategies that they feel are most efficient. they mention Gagne, Posner and Strike as well as English and Reigeluth. They concentrate on the latter groups of theorists to elaborate.
Morrison et al include this observation in the conclusion of their chapter: The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. I find this pertinent. Using the domains and levels aid in the effective choices we can make for the instruction, which aligns with Crantons approach as well.
I find Cranton to be more "user friendly" and enjoyed the breakdown of the conceptual and experienced based strategies with suggestions within each category. I will most likely use her as my resource at hand when developing the strategies that are appropriate for the instruction.
As I made my way through the readings this week I was able to think critically about the course that I am teaching this semester (easier than one I am developing as I am immersed in them right now and previously developed them) and realized that it is rarely the case that a course falls into one domain nor is it the truth that courses that are based mainly on attaining psychomotor skills only have lower levels in the domains nor do they only apply to one domain. As an example, performing a manicure most definitely requires psychomotor skill. It also requires critical thinking in the ordering of the service dependent on other factors such as client preference, contraindications or environmental concerns. This kind of thinking falls into the cognitive domain. I have to break down the instructional strategy carefully in the analysis.
It is crucial to remember that students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning. Cranton reminds us of this in her chapter.
C.
In the folder titled Session 7: Sequencing Schemes and Types of Analysis :
- Discuss the similarities and differences between Cranton (2012) and Morrison et al. (2013) in the way they categorize sequencing schemes and kinds of analysis.
- What aspects of Cranton's (2012) and/or Morrison et al.'s (2013) sequencing schemes and task analyses will help you in sequencing the topics for you curriculum?
CRANTON:
The sequence of learning experiences is critical not only for how we learn but for how we feel about learning.
hierarchal task analysis, commonly used with technical (and psychomotor) or lower end of the cognitive domains (objective knowledge)
Students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning.
Can help us to consider the levels of learning within the objectives.
Helps us with the evaluation of learning and meeting prerequisites.
conceptual learning strategies, used for learning at higher levels of the cognitive and affective domains.
(subjective knowledge)
In many disciplines the structure of the knowledge is not hierarchal in nature. Conceptual sequencing are those that are based on some relationship or set or relationships between ideas or concepts in the subject.
Conceptual sequencing strategies:
historical or chronological
author or school of thought
easy to difficult
concrete to abstract
framework to detail
social or cultural perspectives
process
thematic
Experience-based sequencing strategies:
dependence to independence
confidence-building
fragmentation to integration
reactive
*when the knowledge combines the domains, a combination of sequencing strategies can be used.
Procedural analysis:
When we are working in the psychomotor domain, it usually makes sense to sequence the learning in the order of the steps to be performed while carrying out and completing the task.
choosing a learning strategy:
first consideration is the nature and nature and structure of the knowledge we are working with.
Methods and materials:
A variety of methods is important for maintaining student engagement and connecting with the different personalities and preferences of students.
A gradual transition from teacher centered to more learner centered activities may be important as trust and confidence builds over time with the learners and environment.
Context:
A consideration towards teaching and learning experiences. Examples are time of day for the course or session, class size, work setting or not, facilities.....
MORRISON ET AL:
Sequencing is the efficient ordering of content in such a way as to help the learner achieve the objectives in an efficient and effective manner.
Prerequisite method (Gagne, 1985) is based on the learning hierarchy that identifies skills that are dependent on other skills.
Posner and Strike (1976) method is a set of sequencing strategies based on learning that is world related, learning related and concept related.
3 sequencing schemes:
1. learning related: sequencing the content based on 5 student-learning characteristics, identifiable prerequisite, familiarity, difficulty, interest, development (p.125)
2. world related scheme suggesting sequencing based on spatial. temporal and physical relationships; concepts that are representative of real world objects, people and events
3. concept-related scheme suggests sequencing based on the relationships between the concepts, in a manner consistent with how we organize the world conceptually or logically. Four schemes: class relations, propositional relations, sophistication and logical prerequisite. (p.127)
English and Reigeluth (1996) method is a more recent approach based on Reigeluths elaboration theory.
Elaboration theory makes distinctions between two types of expertise the learners will develop.
Content expertise: describes instruction that will help the learner to master a body of knowledge.
Task expertise describes a unit that will help the learner become an expert at a task.
*The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. -Morrison et al.
MY POST:
Cranton describes learning strategies having an effect on how we learn and how we feel about learning. Morrison describes sequencing as a means to an effective and efficient learning experience.
Cranton breaks it down to the domains of learning and two sequencing strategies that align with the domains: hierarchal task analysis and conceptual learning strategies.
Morrison et al uses theorists concepts to explain the sequencing strategies that they feel are most efficient. they mention Gagne, Posner and Strike as well as English and Reigeluth. They concentrate on the latter groups of theorists to elaborate.
Morrison et al include this observation in the conclusion of their chapter: The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. I find this pertinent. Using the domains and levels aid in the effective choices we can make for the instruction, which aligns with Crantons approach as well.
I find Cranton to be more "user friendly" and enjoyed the breakdown of the conceptual and experienced based strategies with suggestions within each category. I will most likely use her as my resource at hand when developing the strategies that are appropriate for the instruction.
As I made my way through the readings this week I was able to think critically about the course that I am teaching this semester (easier than one I am developing as I am immersed in them right now and previously developed them) and realized that it is rarely the case that a course falls into one domain nor is it the truth that courses that are based mainly on attaining psychomotor skills only have lower levels in the domains nor do they only apply to one domain. As an example, performing a manicure most definitely requires psychomotor skill. It also requires critical thinking in the ordering of the service dependent on other factors such as client preference, contraindications or environmental concerns. This kind of thinking falls into the cognitive domain. I have to break down the instructional strategy carefully in the analysis.
It is crucial to remember that students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning. Cranton reminds us of this in her chapter.
C.
Tuesday, October 21, 2014
reviewing work with partner (under construction)
Working with your learning partners, review your curriculum under construction and answer the following questions:
Classification
Review the course learning outcomes and determine domains and levels on the taxonomy of each outcome.
Standards
In order to establish the appropriate standard for the evaluation required, look at the expectations of your curriculum aims/goals:
The Evaluation Plan
For the curriculum project being developed, determine how the entire evaluation plan would measure all aspects of learning:
Classification
Review the course learning outcomes and determine domains and levels on the taxonomy of each outcome.
- How can you tell when learning is in one domain or a combination of domains?
- Does this domain and level fit into the overall goals of your course outcomes?
- How will you know when the learners "got it"?
Standards
In order to establish the appropriate standard for the evaluation required, look at the expectations of your curriculum aims/goals:
- Is there a professional association standard that must be met?
- Does the curriculum fit into some sort of standards of practice that is a requirement for certification (e.g., nursing, welding, law clerks, etc.)?
- Are the standards required relative or absolute?
- What possible measurement instruments would be necessary to measure success?
- How would you know if they are valid and reliable?
The Evaluation Plan
For the curriculum project being developed, determine how the entire evaluation plan would measure all aspects of learning:
- What testing mechanisms can be used to make up 100% of measurement? For example, should you have 2 tests, 4 quizzes, an assignment, a research project?
- How would you determine the value of each measurement mechanism?
- When would you assign these measurements during the semester?
- Are your intentions in congruence with what the texts are promoting? How so? (Capture references beside your thoughts and ideas as you work through the process.)
- What theory underlies your evaluation plan?
week six, evaluations to match an outcome
I will match evaluation strategies to outcome #9 which is:
Interprets the meaning of terminology used in educational technology.
Quiz. Matching game. One list of terms and one list of definitions to match. (Formative evaluation)
T or F. List the term and the possible definition. True or false?? (Formative)
Essay. Have the learner write an essay using the terms found in educational technology. Assess the learners ability to use these terms in a manner that explains them and shows full understanding in a valid context. (Formative or summative)
Develop an evaluation tool. Have the learner develop an evaluation tool for their students that assesses the knowledge of the terms used in ed tech and displays the educator/learners knowledge of the terms and their definitions. (Summative)
Interprets the meaning of terminology used in educational technology.
Quiz. Matching game. One list of terms and one list of definitions to match. (Formative evaluation)
T or F. List the term and the possible definition. True or false?? (Formative)
Essay. Have the learner write an essay using the terms found in educational technology. Assess the learners ability to use these terms in a manner that explains them and shows full understanding in a valid context. (Formative or summative)
Develop an evaluation tool. Have the learner develop an evaluation tool for their students that assesses the knowledge of the terms used in ed tech and displays the educator/learners knowledge of the terms and their definitions. (Summative)
outcomes
Technology for the Educator
Course Outcomes:
By the end of this course the learner should be able to:
1. Define the value of technology in education
2. Describe how technology can enhance the educational experience
3. Demonstrate Display the ability to navigate the use of several technological tools.
4. Interpret a variety of technological tools.
5. Distinguish the appropriate technological tools for encouraging learning in a variety of educational settings.
6. Identify Clarify methods of using technology for education.
7. Compile Compose a list of pedagogical tools to enhance pedagogy.
8. Evaluate Review the efficacy of tools in relation to educational outcomes.
9. Interpret the meaning of terminology used in educational technology.
All outcomes are written with terms associated with the cognitive domain. I have added words for the psychomotor domain in red and words for the affective domain in blue. As directed I have added just two for each domain.
Course Outcomes:
By the end of this course the learner should be able to:
1. Define the value of technology in education
2. Describe how technology can enhance the educational experience
3. Demonstrate Display the ability to navigate the use of several technological tools.
4. Interpret a variety of technological tools.
5. Distinguish the appropriate technological tools for encouraging learning in a variety of educational settings.
6. Identify Clarify methods of using technology for education.
7. Compile Compose a list of pedagogical tools to enhance pedagogy.
8. Evaluate Review the efficacy of tools in relation to educational outcomes.
9. Interpret the meaning of terminology used in educational technology.
All outcomes are written with terms associated with the cognitive domain. I have added words for the psychomotor domain in red and words for the affective domain in blue. As directed I have added just two for each domain.
C.
I think I need to review the outcomes as I have written them to ensure that they meet the criteria of having the four elements of: who, what performance, conditions and criteria. Should it look like this?
1. The learner (who) will define (what performance) the value of technology (condition) in education (criteria).
November 8th: revised outcomes after Janes critique:
I think I need to review the outcomes as I have written them to ensure that they meet the criteria of having the four elements of: who, what performance, conditions and criteria. Should it look like this?
1. The learner (who) will define (what performance) the value of technology (condition) in education (criteria).
November 8th: revised outcomes after Janes critique:
Name of Course: Technology for the Educator
Learning Outcomes:
(level of cognitive domain in parentheses)
(NEW OUTCOMES IN CAPS AFTER JANES ADVICE/CRITIQUE)
1. Define the value of technology in education. (knowledge) (LIST THE DRIVERS OF TECHNOLOGY IN THE CLASSROOM)
2. Describe how technology can enhance the educational experience. (knowledge) (COMPARE AND CONTRAST HOW LEARNING IS DIFFERENT WHEN SUPPORTED BY EDUCATIONAL TECHNOLOGY)
3. Demonstrates the ability to navigate the use of several technological tools. (application) (SELECT AN APPROPRIATE TECHNOLOGICAL TOOL FOR A LEARNING NEED)
4. Interprets the meaning of terminology used in educational technology(comprehension)
5. Interprets a variety of technological tools . (comprehension)
6. Distinguish the appropriate technological tools to encourage learning that will transfer as skills outside of the formal learning space. (analysis)
7. Identify methods of technology used for evaluation. (analysis) (CLARIFY METHODS OF TECHNOLOGY USED FOR EDUCATION)
8. Compile a list of technological tools to enhance pedagogy. (synthesis)
9. Evaluate the efficacy of tools in relation to educational outcomes. (evaluation)
Thursday, October 16, 2014
week five, my critical insight and reflection posts
short critical insight and reflection
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I have not always understood the value of the course outline and its learning outcomes and objectives. When I started teaching, I was given the outline and knew that it was an important document. I scanned thorugh it and relied on my experience as an esthetician to guide me through developing what I thought the students would benefit from. Through attending workshops and taking courses in adult education I came to understand how important the outcomes are for everyone who is associated with the course. I now personally regard learning outcomes as a key to good planing and ultimately in effective instruction.
In environments where reaching or instruction are occuring (whether through workplace training or formalized academic instruction), learning outcomes are now a standard way of identifying and measuring the results (Schacter, 2014|). This is an important statement. It truly boils down the essence of what good outcomes can achieve. I had an experience a few years ago where a student complained to the dean that I was not delivering a good education. She did not feel that I was qualified and was not happy being in my courses. I was able to show the dean my work, how it related to the course outcomes and how all the course objectives were being met. The experience I have in my field speaks for itself, but it was because of good planning using the course outcomes and objectives as my guide that I was able to justify myself and show that the students concerns were a matter of perception. It was a crushing experience that ended well for me. It could easily have ended poorly if the dean had seen that I was winging it. Outcomes can aid in collaboration between instructors who teach the same students or between faculty and librarians. In fact, collaborating with other stakeholders in the learning environment is a valuable way to produce more effective relationships for the learners experience and in the instructional environment as a collective. (Lundstrom, Fagerheim and Benson, 2014). I see a great need for more collaboration in my academic setting. Many instructors keep their curriculum to themselves and do not want to share. This has detrimental effects. Instructors within programs should be a united front, a seamless program that makes sense to students and is well understood by all who are involved. I have heard that having to follow outcomes and objectives leaves no room for creativity or for unexpected learning opportunities. I mostly object to that. Especially in an academic institution. There should be expectations and they should be met using a variety of pedagogical appraoches. When developing your curriculum, it is critical that you identify the expected outcomes and make them clear to your students. Examining what you hope to achieve will often raise questions about whether you are teaching the students what they want to learn versus what you think you need to teach them. (Schacter, 2014) Even as expectations of developing and implementing quantifiable meaures have increased, the goal of measuring learning impact has long posed problems. (Schacter, 2014) I think that having well planned objectives facilitates the task of assessment. Knowing what needs to be measured and at what level the measurement should be helps the designer to choose relevant assessment tools and content. I believe that the pros outweigh the cons in regards to learning outcomes. C Lundstrom, K.; Fagerheim, B.A.; Benson, E.; (2014), Librarians and Instructors Developing Student Learning outcomes, Using Frameworks to Lead the Process, Emerald Group Publishing Limited DOI 10.1108/RSR-04-2014-0007 Schacter, D.; (2014), Measuring Value Using Research Results and Learning Outcomes; Information Outlook, Vol. 18; No.2 retrieved from Brock University library |
 Re: short critical insight and reflection
- Read by: 2
Reply
I have heard Deans describe the course outline as the 'contract' with the student. Seems like that is your view as well.
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 Re: short critical insight and reflection
- Read by: 1
Reply
Edit |
I agree with that. I urge my students to look at the outline critically so that they understand what they will be taught and what they are expected to learn. When I develop my curriculum for the course, I do so using the objectives as a guideline. When I have developed a lesson or resource that meets the expected objective, I cross it off using a highlighter so that I know it is done. I am expected to meet all of the objectives set out in the outline. No one comes to check on that but if a student complains that they did not get the expected education, I need to be able to show that I have met my objectives.
I went to a workshop where a lawyer said that Ontario is the new California when it comes to litigation. He said that he used to get about three people a year come to him wanting to sue their educational institution. He said that now (this was about four years ago) he gets about three people a week in his office asking the same. I personally never want to be involved in anything like that. When that student complained about me a couple years ago I was able to bring all my work in and demonstrate that I had been thorough. It was a crushing experience to be guilty before proven innocent. I am actually happy to know the importance of the outline. I believe that it makes me better. Creating my own outlines and then creating the materials to go along with it is the ultimate pleasure. That way there is a fuller understanding of the outcomes and objectives and I can make it the way I want it as long as it meets the MInistry Standards and Essential Employability Skills. However, having the outline and developing to it is the next best thing. There is always consideration given if an objective needs to be modified or one added etc...as long as the integrity of the course remains intact. C. |
Monday, October 13, 2014
week five activity sheet
Course Title: Technology for the Educator Program:
Aim
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Goals
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Learning Outcomes
(Session 5)
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List the general aim(s) that you would like to accomplish in the course.
E.g. Provide an orientation program that helps new employees assume their job responsibilities smoothly.
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Brainstorm a list of goals. Refine and rank them following Morrison et al. (2011) on p. 39.
E.g. Understand the policies and procedures of the organization.
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Based on the goals, identify five to six learning outcomes that learners are expected to achieve by the end of the course.
E.g. Apply the department’s policies and procedures correctly in resolving a customer complaint.
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