Learning Outcomes Overview Starting Point: What are Learning - PowerPoint PPT Presentation

Learning Outcomes

Overview Starting Point: What are Learning Outcomes? Motivation and Considerations Learning Theory: How to Teach, Learn, and Assess? Some Basic Concepts Methodology: How? – Theory and Procedures Guidelines for Educational Design Assessment: How? – Different Types of Assessments Concordance & Alignment Tula Learning Outcomes 2

Starting Point: Introduction: What are Learning Outcomes? Tula Learning Outcomes 3

Main Idea Learning outcomes are important for recognition… The principal question asked of the student or the graduate will therefore no longer be �what did you do to obtain your degree?� but rather �what can you do now that you have obtained your degree?� This approach is of relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non-traditional learning, and other forms of nonformal educational experiences. (Purser, Council of Europe, 2003) Tula Learning Outcomes 4

From a teacher- centred approach… …to a student -centred approach Teacher-centred approach - focuses on the teacher’s input and on assessment in terms of how well the students absorbed the material taught. Student-centred approach -focuses on what the students are expected to be able to do at the end of the module or program. Tula Learning Outcomes 5

(1) Teaching – Learning Concept (1) Learning Styles / Learning Strategies (3) Output – Orientation Defining: Learning Objectives (Learning Outcomes) Desinging: Learning Competence Acquisition Environment (4) Certificate of Students Teachers Achievements Conclusion Conclusion Assessment Self-Assessment Feedback Interpretation (5) Grading (University of Zurich, 2007) Tula Learning Outcomes 6

Working Definition Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. Tula Learning Outcomes 7

The curriculum should be redesigned to reflect learning outcomes, rather than number of credits and number of hours of study. We have to describe qualifications in terms of • Workload • Level • Learning Outcomes • Competences • Profile Tula Learning Outcomes 8

Learning Theory: Learning Processes and Learning Outcome Tula Learning Outcomes 9

Three Basic Tasks 1. Clearly defining the learning outcomes 2. Selecting teaching and learning methods that are likely to ensure that the learning outcomes are achieved. 3. Assessing the student learning outcomes and checking to see how well they match with what was intended Tula Learning Outcomes 10

Learning Paradigms (Neo-) Behaviorism Constructivism Cognitivism Brain is a self- internal Brain is a referential Procedures “black box” system matter Output Input Input Output energetically open informationally closed Variable structural Coupling modelled external Feedback Feedback Tula Learning Outcomes 11

Transfer Tutor Coach • factual knowledge, • social Practice, • procedural knowledge, “know - that” "knowing-in-action" "know-how" • Transfer of • Action in real (complex • Presentation of pre- propositional and social) situations determined problems knowledge • to cope, to master • to do, to practice • to know, to remember • Realisation of • Selection of correct • Production of correct adequate action method and its use answers strategies • Skill, Ability • Verbal knowledge, • Social Responsibilty Memorisation • to cooperate, to support • to observe, to help, to • to teach, to explain demonstrate Teaching I Teaching II Teaching III Tula Learning Outcomes 12

Transfer Tutor Coach • procedural knowledge, • factual knowledge, • social Practice, "know-how" “know - that” "knowing-in-action" • Transfer of • Presentation of pre- • Action in real (complex propositional determined problems and social) situations knowledge • to do, to practice • to cope, to master • to know, to remember • Selection of correct • Realisation of • Production of correct method and its use adequate action answers strategies • Skill, Ability • Verbal knowledge, • Social Responsibilty Memorisation • to observe, to help, to • to cooperate, to support demonstrate • to teach, to explain Learning I Learning II Learning III Tula Learning Outcomes 13

Knowledge is not Mastery! Knowledge Mastery Gap knowing where Social Knowledge to be able to Organisational Knowledge Competences Orientational Knowledge Abilities Skills knowing that knowing how Proficiency Declarative Knowledge Procedural Knowledge Static Knowledge Dynamic Knowledge Factual Knowledge Process Knowledge Tula Learning Outcomes 14

Learning as a social process (H. Dreyfus) 1 2 3 4 5 to remember to imitate to decide to develop to discover to choose to act to construct "know that" "know how" ”Skill �" ”Skill �" ”Skill �" Understanding Understanding Action (detached) (implicit) (intuitive) Novice Beginner Competence Dexterity Expertness Information Drill & Exercise Demonstration Project (e.g. Timed Experience, Presentation Tests (e.g. Application Stations) Practice Multiple Choice) Page 15 Learning Outcomes

Taxonomy (Bloom) Tula Learning Outcomes 16

Cognitive Processes Know- Remember Under- Apply Analyze Evaluate Create ledge (1) stand (2) (3) (4) (5) (6) Facts (A) Concepts (B) Proce- dures (C) Meta- cognitive (D) 17/37

Taxonomy (Anderson & Kratwohl) 6. Create 5. Evaluate 4. Analyse 3. Apply 2. Understand 1. Remember Tula Learning Outcomes 18

Comparing Taxonomies Bloom Anderson/Krathwohl 6. Create 5. Evaluate 4. Analyse 3. Apply 2. Understand 1. Remember Tula Learning Outcomes 19

Cognitive Processes Know- Remember Under- Apply Analyze Evaluate Create ledge (1) stand (2) (3) (4) (5) (6) Facts (A) Transfer Tutor Coach (Knowledge) (Practice) (Construction) Concepts (B) Proce- dures (C) Learning II Learning III Learning I Meta- (Teaching (Teaching III) (Teaching I) cognitive II) (D) 20/37

Methodology: Guidelines for Educational & Curriculum Design Tula Learning Outcomes 21

Teaching and Learning Concept • Which teaching and learning concept determines a module? • What forms of assessment apply to a teaching concept? Tula Learning Outcomes 22

Time nat. + int. Politics Gestaltungsebenen komplett Legislations Periods – Year Institution Since Foundation (Years) Programme/Curriculum Many ECTS Module Few ECTS Educational Ensemble (Several Hours) Educational Scenario (Minutes – Hours) Educational Interaction (Seconds – Minutes) Microlevel Tula Learning Outcomes 23

Level, Scope, Time of Educational Design Global objectives / broad / 1 year or more (often many years): providing a vision Educational objectives / moderate / weeks or months: designing the curriculum Instructional objectives / narrow / hours or days: lesson planning Tula Learning Outcomes 24

Three Basic Tasks 1. Clearly defining the learning outcomes 2. Selecting teaching and learning methods that are likely to ensure that the learning outcomes are achieved. 3. Assessing the student learning outcomes and checking to see how well they match with what was intended Tula Learning Outcomes 25

Example Learning Objective: � Students are able to apply the concepts of learning outcomes to their curricula .� � Apply � is mentioned = 3 � Concepts � is conceptual knowledge = B Taxonomy = B3 Tula Learning Outcomes 26

Three Basic Tasks 1. Clearly defining the learning outcomes 2. Selecting teaching and learning methods that are likely to ensure that the learning outcomes are achieved. 3. Assessing the student learning outcomes and checking to see how well they match with what was intended Tula Learning Outcomes 27

Assessment: Matching Learning Outcome with Assessments Tula Learning Outcomes 28

Alignment: Assessment mirrors Learning Outcomes As far as the students are concerned, the assessment is the curriculum : Tula Learning Outcomes 29

Distribution of Assessment Types Example study of assessment Types of assessment pratices 16% 0 0 20% 0 0 formative others 80% exams, essays, reports 84% summative *study of assessment practices in University College, Dublin, Ireland Tula Learning Outcomes 30

Competence Type Definition Professional Acquisition of different types of knowledge Competence and cognitive skills: basic, specialised knowledge, and general knowledge Methodological Knowledge, understanding, and skills that Competence allow for effective task and problem solution Self Skills and attitudes that reflect individual Competence perspectives and approaches, especially towards work and life in general Social Knowledge and skills that allow to adapt to Competence situations/people accordingly/appropriately Tula Learning Outcomes 31