Course Design in Higher Education with narration
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The document outlines the intentions and expected outcomes of a program focused on enhancing teaching practices in higher education through innovative and student-centered approaches. It emphasizes the importance of well-defined learning outcomes, diverse teaching methods, and integrating technology into curriculum design. Additionally, it discusses concepts such as threshold concepts, effective assessment, and the creative aspects of curriculum development.
Course Design in Higher Education with narration
- 2. Intended learning outcomesBy the end of the session, participants attending and engaging in the session will have had the opportunity to:discuss and critically evaluate own design process and approaches usedexplore innovative student-centred methods and active learning approaches when planning lectures, seminars, workshops and tutorials to maximise engagement develop a better understanding of technology-enhanced curriculum design processes and explore applications in own context
- 3. purpose of HEdisseminate knowledgedevelop the capacity to use ideas and informationdevelop the ability to test ideas and evidencedevelop the ability to generate ideas and evidencepersonal developmentdevelop the capacity to plan and manage one’s own learningsource Bourner and Flowers (1998)
- 4. helping students learnexperiential and collaborative learningguidanceprocessing and application activitiesstructurefeedback on learningresourcessupport(Butcher et. al, 2006, p. 71-72)
- 5. McKimm, J. et al. BMJ 2003;326:870-873http://www.bmj.com/cgi/content/full/326/7394/870/Fu7
- 6. What is a good aim?“A teaching aim is couched in terms of what the teaching is trying to do, grounded in what the subject demands” Laurillard (1993:184)"...expressed in terms of what you, the teacher, will be presenting to the learner.“ Rowntree (1990:44)
- 7. Intended Learning OutcomesDescribe what learners will know and be able to do when they have completed a session, module or programme.“What a learner knows or can do as a result of learning” Otter (1992:i)“Descriptors of the ways that students will be expected to demonstrate the results of their learning.” Race (2000:10)
- 8. A well-written learning outcome statement:Active verbsIdentify important learning requirements: knowledge, skills, attitudes.Be achievable and measurable.Use clear language.Explicit statements of achievement.
- 9. Content & Intended learning outcomes: minimum requirementsButcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59
- 10. The 4 domains
- 11. The Cognitive Domain and Bloom’s TaxonomyVideo – Bloom’s Taxonomy via Pirates of the Caribbean http://bit.ly/9lmm4CBloom’s Taxonomoy (1956)Educational Psychology Interactive: The Cognitive Domain
- 12. Bloom’s Taxonomy and verb list
- 13. avoid/use
- 14. Bloom reconfigured (slightly)Anderson and Krathwohl Revision (2001)
- 15. Constructive alignment (Biggs 1999)Students construct meaning from what they do to learn.
- 16. The teacher aligns the planned learning activities with the learning outcomes.Application: How can I do it???Know my studentsBuild-in varietyActive approachesAssessment for learningAcknowledge contributionsBe creative and flexible"What we have to learn to do, we learn by doing." Aristotle
- 17. Planning – Things to considerYour learnersGroup sizeTitleTime/durationDay/date, location Aims and Learning OutcomesStructure and ContentMethods/ActivitiesAids and ResourcesAssessmentDifferentiationReflection/Evaluation“If you fail to plan, you plan to fail!”
- 18. Modes of delivery - traditionallyLecturesSeminarsTutorialsWhat do these mean? Do we deliver these and plan these differently? How do these labels affect how we plan and deliver these modes of delivery? What can we do about it?
- 19. How to deliverFrom transmission to reception.What is more important:That we transmit content? OrThat students receive content?Should we be focussing on how to get our students receive (and process) content and how we facilitate this?NB: “receive” in this context is 'decoding' (reconstructing) the message / content transmitted.
- 20. Moving away from the didactic / transmissive mode – different approachesProblem Based LearningIndividualised Instruction (not to be confused with one to one tutoring)Podcasts with tutorials…Key message: Students are actively involved in learning the content based on tasks we provide to help them do that.
- 21. What to deliverWhat Content?Essential, Should, Could.Threshold Concepts?What Skills?
- 22. Threshold Concepts?Certain concepts are held to be central to the mastery of a subjectThey have the following features:Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.Troublesome: Threshold concepts are likely to be troublesome for the student. e.g when it is counter−intuitive.Irreversible: They are difficult to unlearn.Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.Discursive: Crossing of a threshold will incorporate an enhanced and extended use of language.
- 24. Curriculum… is a creative act but it usually focuses on…norm
- 25. core knowledge of discipline
- 26. assessment
- 27. orientation internally and externally
- 29. crammed?Creative Curriculum… is a creative act but it usually focuses on…norm
- 30. core knowledge of discipline
- 31. assessment
- 32. orientation internally and externally
- 34. crammed?… is a creative act that focuses on…spaces
- 35. flexibility
- 36. originality
- 37. personalisation
- 38. collaborationKey factor: Is creativity valued by students, the department, influential academics?
- 39. JISC
- 41. InfluencesInstitutional & BeyondProfessional BodiesResourcingSkills AgendaEmployabilityStudentsWidening ParticipationTechnologyResearchLearning TheoryStudent Experience
- 42. Curriculum design modelsmodular approachLego (scaffolded modules)Satellite (free standing modules)Jigsaw (connected modules)fitting it all together, approachespyramidspiralsatellite image missing!!!
- 43. Module SpecificationsAimsIntended Learning Outcomes: Knowledge & Understanding, SkillsAssessmentLearning & Teaching StrategiesSyllabus OutlineResourcesInformation Literacye-submission where applicable…
- 44. ReferencesAnderson, L.W. & Krathwohl, D.R. (2001) A Taxonomy of Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman: New YorkBiggs, J. (1999) Teaching for Quality Learning at University SRHE/OUPBloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKayBourner, T & Flowers, S (1998) Teaching and Learning Methods in Higher Education: A Glimpse of the Future. Reflections on HE, pp. 77-102.Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon: RoutledgeLaurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology London: RoutledgeMeyer JHF and Land R (2003) Threshold Concepts and Troublesome Knowledge (1) Linkages to Ways of Thinking and Practising in Improving Student Learning Ten Years On. Rust, C (ed), OCSLD, OxfordOtter, S. (1992) Learning Outcomes in Higher Education London:UDACERowntree, D. (1990) Teaching Through Self-Instruction Abingdon: Routledge
- 45. Resources:Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Learninghttp://www.itslifejimbutnotasweknowit.org.uk/files/CPLHE/Learnng%20outcomes%20for%20busy%20academics.rtf
Editor's Notes
- #2: Trial flip approachProvidepowerpoint plus voice over in advanceAsk participants to think about application problems and bring 3 issues identified to class. Also to bring session plan, module guidegrouping: use balloons, pre-decide team leaders – put their names into the balloons (team leaders will then pick their teams)in class: 1.5h series of activities (session design, module review/redesign – draft) – re-inforce and apply content1h TEL team – technology-enhanced teaching and learning plus activity: activity re-design30min Chris – what happens after the module design?
- #4: Different purposes and different people believe different things, e.g. the Government sees it in economics terms and future knowledge economy jobs.
- #5: Students don’t always know how to learn effectively and we need to help them.Feedback is crucial
- #7: Where do we start?
- #10: Essential – the basics, must be covered in teaching sessions?Links to threshold conceptsShould – broader, directed reading etc. essential & should will be enough for a student to do well.Could – further breadth & depthNice - everthing
- #12: In the 1950s, Bloom found that 95% of the test questions developed to assess student learning required them only to think at the lowest level of learning, the recall of information. Recognizing that there are different levels of thinking behaviours important to learning, Benjamin Bloom and his colleagues developed a classification system which has served educators since 1956.The inclusion of higher level thinking skills with information skills activities is a valuable tool and model for teachers seeking to provide challenges for their students.
- #14: activity? use the ‘Sky is Blue’ as an example.
- #20: Could also link in here the planned v experienced curriculum
- #26: Use a card board box and a little person (windows, doors…) inside, outside, break the box in piecesFlexibility: design, content, delivery, assessment, review