00 introduction
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The document outlines an agenda for a workshop on course design in the context of NBA criteria. Over the 5 day workshop, participants will learn about domains of learning and taxonomy, developing course outcomes, designing assessment tools, learning theories and instructional methods, online learning using Moodle, and hands-on sessions for developing courses. The workshop will be led by Dr. Chetan B. Bhatt and other resource persons, and aims to teach participants how to design courses using a systematic instructional design approach following NBA guidelines.
00 introduction
- 1. Introduction: Course Design in Context of NBA Dr. Chetan B. Bhatt
- 2. Course Outcome © Chetan Bhatt At the end of the program participants (students) will be able to – Design course in context of NBA Criteria using systematic approach following Instructional Design (ID) model Create and manage on-line course on MOODLE platform
- 3. © Chetan Bhatt Date (Day) Session-1 (10:00 to 12:00) 12:00 01:30 Session-2 (1:30 to 3:30) 03:30 03:45 Session-3 (03:45 to 05:45) 1 Ana 20/01/2020 (Monday) Introduction to Course Design in context of NBA L U N C H Domains of Learning and Taxonomy of Learning T E A B R E A K Hands on session for developing COs for Theory and Practical Courses 2 Des 21/01/2020 (Tuesday) Hands on session for writing, course context, Concept Map, CO - PO/PSO mapping etc. Design of various assessment tools Hands on session for designing assessment tools 3 Des 22/01/2020 (Wednesda y) Learning Theories and Instruction Theories How we learn? - Brain Biology and Learning CO-PO-PSO attainment 4 Dev / Imp 23/01/2020 (Thursday) Instruction Methods Instruction Planning Hands on session for Course Planning 5 Imp 24/01/2020 (Friday) on-line Learning and Moodle Course Management using Moodle On-line examination Eva Feedback Resource Persons: Dr Chetan B. Bhatt, Prof. J. T. Patankar, Prof. Parth Modi
- 4. Reflections on some aspects of learning and teaching Dr. Chetan B. Bhatt
- 5. Premises of this workshop We all learnt … We all teach … We all keep learning (hopefully) … But we hardly ever take time to reflect about What is education? What learning? and What is teaching? The Universal University Paradox © Chetan Bhatt
- 6. Statutory Warning Teaching may be hazardous If not practiced properly, teaching might be injurious to health: yours or your students’ You have chosen a dangerous profession
- 7. Surface Learning vs. Deep Learning The approach adopted by students who focus on the surface aspects of a text. They tend to concentrate on trying to rote-learn factual details which they presume will be relevant to examination questions. The approach adopted by those who seek the underlying meaning of what they read and actively relate it to their own experience and needs. © Chetan Bhatt
- 8. A student who adopts a Surface Learning approach... sees the task as a demand to be met, a necessary imposition if some other goal is to be reached; sees the aspects or parts of the task as discrete and unrelated to each other and to other tasks; is worried about the time the task takes; avoids personal or other meanings the task may have; and relies on memorisation for subsequent recall in examinations. © Chetan Bhatt
- 9. A student who adopts a Deep Learning approach ... is interested in the academic task and derives enjoyment from carrying it out; searches for the meaning inherent in the task (for example, the author’s intention); personalises the task, making it meaningful to own experience and to the real world; integrates aspects or parts of the task into a whole; see relationships between new and existing knowledge; tries to theorise about the task and form hypotheses; and Tries to solve real life problems using new and existing knowledge © Chetan Bhatt
- 10. And now the Paradox: Knowing well that engineers are called to design innovative solutions to existing problems, we do not adequately orient them towards these tasks during their studies. There exists a wide gap between the tasks assigned to engineering students and those they will have to face later in their professional lives. © Chetan Bhatt
- 11. Can an engineer earn his life by stating Norton’s theorem, by verifying Ohm’s law, by establishing Niquist stability criteria or by explaining the difference in characteristics of series and shunt excitation DC motor? © Chetan Bhatt
- 12. NO WAY !!! ? ? ? Except if he / she decides to become a Teacher !!! Therefore, let us aim at being a real practicing engineers and aim at training our students to be a GOOD ENGINEER ! © Chetan Bhatt
- 13. attention ! where do we go from here? Do we have to invent wheel again??? NO… We can follow systematic Curriculum/ Course Design and Instruction Design approach…based on research in learning theories and cognitive science © Chetan Bhatt
- 14. Adoption of a Deep Learning Approach depends on Student intrinsic motivation, but also on • Extrinsic motivation • Instructional approach • Examination scheme © Chetan Bhatt
- 15. How can we promote Deep Learning in our teaching ? By motivating the learners By ensuring individual reflection before delivering the material (anchoring) By linking new topics to existing knowledge (connecting) By challenging the learner’s mind By provoking learners © Chetan Bhatt
- 16. How can we further promote Deep Learning in our teaching? ... By encouraging peer to peer learning By checking the understanding and ability to use newly acquired knowledge By providing as much as feasible, immediate feedback By keeping the learner engaged / active throughout the class © Chetan Bhatt
- 17. But obviously also ... By devising a curriculum and an assessment scheme that is conducive to deep learning and rewards deep learners Interactivity © Chetan Bhatt
- 18. Question and Answer © Chetan Bhatt
- 19. Surface versus Deep Learning Developing Higher Order Thinking Skills Contents We are here … © Chetan Bhatt
- 20. What are the HOT Skills? (Higher Order Thinking Skills) It is commonly agreed to divide knowledge into three distinct domains: cognitive affective psychomotor Bloom and his colleagues worked out a classification of learning objectives for the cognitive domain. Which was revised and defined as revised Bloom’s Taxonomy which specifies cognitive processes © Chetan Bhatt
- 21. Revised Bloom’s Taxonomy Applying Understanding Remembering Creating Evaluating Analyzing Lower Order Thinking Skills LOTS Higher Order Thinking Skills HOTS © Chetan Bhatt
- 22. Revised Blooms Taxonomy: the LOT Skills Lower Order Thinking (LOT) Skills /Cognitive Processes Applying Use a concept in a new situation. Applies what was learned in the classroom into novel situations in the workplace. Understanding Understand the meaning State a problem in one's own words. Remembering Recall of data. © Chetan Bhatt
- 23. Revised Blooms Taxonomy: the HOT Skills Higher Order Thinking (HOT) Skills /Cognitive Processes Creating Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Evaluatin g Make judgements about the value of ideas or materials. Analyzing Separates material or concepts into component parts so that its organizational structure may be understood. © Chetan Bhatt