Teaching/Learning Methods and Learning Outcomes - Workshop
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The document describes learning outcomes and their alignment across different levels of education. It defines three types of learning outcomes: knowledge, skills, and personal and professional competence. It also discusses how learning outcomes are aligned from the international to institutional levels. Guidelines are provided for writing learning outcomes, including focusing on learning rather than teaching and making sure the outcome can be assessed. Examples of properly written learning outcomes are given. The workshop task involves identifying teaching methods for a specific course, and formulating learning outcomes linked to each method.
Teaching/Learning Methods and Learning Outcomes - Workshop
- 1. Workshop Teaching/Learning Methods and Learning Outcomes Petra Oberhuemer petra.oberhuemer@univie.ac.at Michael Derntl michael.derntl@univie.ac.at Sonja Kabicher sonja.kabicher@univie.ac.at University of Vienna, Austria
- 2. Types of Learning Outcomes Types of learning outcomes Personal and professional competence (proven ability to use knowledge, skills and personal, social and/or methodological abilities. proven ability to use Skills (ability to apply knowledge and use know- how to complete tasks and solve problems) ability Social and/or to apply methodological abilities (not further specified) Knowledge (outcome of the assimilation of information through learning) Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 2
- 3. Alignment throughout Levels of Learning Outcomes International level Learning outcomes in the European Qualification Framework are in line with… National level Learning outcomes in the Austrian National Qualification Framework are in line with… Institutional level Learning outcomes in the graduates’ qualification description (qualification profile) in a formal curriculum document are in line with… Field of study level Learning outcomes of modules Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 3
- 4. Why Learning Outcomes - EQF European Qualification Framework (EQF) for Lifelong Learning Levels 1-8 Level 1 Level 2 Framework for Level 3 Qualifications of the European Higher Education Area Level 4 Short cycle (120 ECTS) within or linked to 1st cycle Level 5 1st cycle (180-240 ECTS) Bachelor level Level 6 2nd cycle (90-120 ECTS) Academic Levels Master level Level 7 3rd cycle Doctorate level Level 8 Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 4
- 5. Learning Outcome Sentence Structure Students are/will be able to Students will learn to VERB NOUN. On completion of the learning the successful student will be able to (according to Adam, 2004, p. 5) qualification, module or course Describes Describes intended knowledge cognitive students are process expected to acquire or construct. Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 5
- 6. Learning Outcomes of a Course Teaching methods Learning ADJUSTMENT ECTS outcomes Assessment techniques Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 6
- 7. Learning Outcome Examples Students are able to … … explain the seven layers of the ISO/OSI Reference Model Knowledge … enumerate the most influential politicians of the 20th century … design an interactive website that complies with Web Accessibility Guidelines Skills … filter out relevant literature for a given research problem. … guide their team mates in improving the architectural model of a system. Competence … moderate a virtual task-force meeting Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 7
- 8. Some guidelines for formulating Focus on learning rather than teaching Students are taught about software design flaws ☺ Students are able to identify critical design flaws in a given software system Focus on the outcome, not the process Students complete Unit 1 on basics of academic writing ☺ Students are able to explain the basic principles of academic writing Make sure that achievement can be assessed Students are able to give a good presentation about their semester project ☺ Students are able to convey the essential outcomes of their semester project in a five-minute slideshow presentation Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 8
- 10. Task • Decompose a course into the methods it uses, and identify and formulate learning outcomes associated with the methods • Gather in small groups if desired Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 10
- 11. Task Step 1: Describe a Course •Think of one of specific course (best if it is not a lecture) •Fill out the “Course Description” sheet for the course – Example: Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 11
- 12. Task Step 2: Identify Methods • From the detailed course description, identify the teaching/learning and assessment methods you use in your course • Fill out the “Method Description” sheet for each method – Example: Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 12
- 13. Task Step 3: Formulate learning outcomes • Formulate all learning outcomes relevant to your course • For each learning outcome: – Identify the type, i.e. knowledge, skill or competence – Link the methods that support this outcome by referencing their Number (#1, #2, etc.) Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 13
- 14. Task Steps Overview 1. Fill out “Course Description” sheet. Focus on the detailed description, optimally using a flowchart or tabular presentation 2. Identify and briefly describe on the “Method Description” sheet the methods (teaching or assessment) used in your course. 3. Create a complete list of learning outcomes for your course. Identify the type of each outcome, and reference the methods supporting this outcome Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 14