1. Session Objectives Analyse the components of a good learning design
Model learning design examples
Produce an effective and efficient learning design for selected SP graduate attributes
Design integrated activities for selected graduate attributes
Identify the knowledge and skill components of teaching ‘holistically’
Identify assessment methods for selected graduate attributes

2. Implementing Holistic Education: What Next...
...now that You have mapped the attributes in
Your Course and Modules

3. Context: SP Graduate Attributes
Competence
Personal & Social Effectiveness
Communication & Teamwork
SP Graduate attributes
Global Mindset
CIE
Ethics & Responsibility

4. SP Graduate Attributes
CDIO Skills Workshop 1
CDIO Skills Workshop 1
Summary
SP Graduate Attributes
(Competency areas
with customized
SLO’s)
Evaluation
Infuse Graduate
Attributes
into Course &
Module structure
Produce Learning
Designs for
developing
competence
To summarise, what have we done so far for Box 3?
Generated examples of learning designs and activities to introduce, teach or utilise the selected CDIO skills
Identified what makes good learning designs
Looked at the steps involved in producing good learning activities
To conclude:
It is important that not to add more to the already over crowded curriculum but to modify the activities that already exists to integrate the skills….don’t try to overloaded students with mini projects but explore how existing activities can provide opportunities to ‘introduce’, ‘teach’ or ‘utilise’ the selected CDIO skills.
Tomorrow, what will we be doing?
Produce
Assessment
Items for assessing
competence
EDU
Support 4 4

5. Graduate Attributes Learning Outcomes Assessment System Learning
CDIO Skills Workshop 1
Curriculum Alignment
Learning
Outcomes
Graduate
Attributes
Assessment
System
Learning
Designs
This slides identifies the 3 most important components of the curriculum (learning outcomes, Instructional methods/strategies and assessment), which need to be planned in unison to achieve consistency of purpose. For example, the assessment strategy must validly assess the learning outcomes.Similarly, the instructional methods and strategies must be those which offer the best opportunities for facilitating the types of learning identified in the learning outcomes
In basic terms this means that the Graduate Attribute knowledge/skill components
incorporated in the Learning Outcomes must be effectively taught through the
Learning Designs used and accurately measured in the Assessment System. 5

6. CDIO Skills Workshop 1
CDIO Skills Workshop 1
Learning Design
A Learning Design is a planned experience (e.g., a Strategy involving a number of instructional methods, activities and resources) that facilitates desired learning outcomes for a group of students.
A Learning Activity is any task (e.g., experiment, case, project, etc)
that students are given to do, which aims to build key
understanding/competence relating to specific learning outcomes.
Briefly explain learning design and learning activity:
LD – The overall strategy you plan consisting of various methods & activities to achieve learning outcomes.
LA – Performance Task that helps students become competent.
Everything around us is designed by someone, except NATURE. Look at the chair you are sitting on. Is there a problem? Similarly, when we design for learning, we have to think STRATEGY!!
Learning designs:
are how we plan our lessons
to give students the experience needed
to develop the understanding and competence required.
This is done through activities (we plan for our students in our lessons).
Example, to develop good creative thinking, we would provide them with learning tasks to brainstorm and use a range of creative thinking tools (SCAMPER) to generate ideas and possibilities.
It is important to note that the learning activities should be pedagogically sound (ie calibrated to learning outcomes).
For example, if we want students to define something, we should not give them a performance task.
The learning activity has also to be interesting and motivating.
(Questions to audience) What do you interests our students? (e.g. Students are interested in computer games, soccer, MTV)
What do you think would happen if we design our activities around such topics?
(e.g. students will tend to want to read up more on the topic, would be more engaged in discussion, think more about the topic, more positive disposition).
Hence, a well-designed activity may achieve more than one outcome. 6 6

7. The Essential Questions
How to produce a Learning Design that can effectively and efficiently facilitate the desired learning?
How to actually facilitate the learning experience for students in practice?

8. Planning the Learning Design
What Learning Outcomes (objectives) are to be met
Specific subject content (facts, concepts, principles, procedures)
Other graduate attributes (e.g., teamwork/communication, types of thinking, ethical reasoning, etc)
What Instructional Methods can be employed
(e.g., explanation, demonstration, Q & A, group work, simulation, etc)
What Activities can support learning/assessment
(e.g., performance task, case, project, etc)
What additional Resources can support learning
(e.g., texts, handouts, web links, etc)
How can an effective and efficient strategy be designed for this group of learners?
Note: this process is Iterative , not Linear

9. Integrating Competences

10. Why Integrate Competences?
CDIO Skills Workshop 1
Why Integrate Competences?
Competences are context-dependent and should be learned and assessed in the technical context.
Communication In Engineering Means Being Able To
► Use The Technical Concepts Comfortably, ► Discuss A Problem At Different Levels, ► Determine What Is Relevant To The Situation, ► Argue For Or Against Conceptual Ideas And Solutions, ► Develop Ideas Through Discussion And Collaborative Sketching, ► Explain The Technical Matters For Different Audiences, ► Show Confidence In Expressing Yourself Within The Field... 10

11. Teamwork in Engineering means?
Being able to identify and utilize strengths of different team members
Setting goals, agendas, ground-rules and meeting deadlines
Dealing quickly and effectively with disagreements/conflict

12. Creativity, Innovation & Enterprise
Apply critical and creative thinking skills in problem solving
Use a range of critical thinking skills (e.g., analysis, comparison and contrast, inference and interpretation, and evaluation)
Use the creative thinking process (e.g., generating possibilities, incubation, illumination)
Identify barriers to effective thinking (e.g., traits, dispositions, working memory, perception, lack of information)
Identify contradictory perspectives and underlying assumptions
Use metacognition in monitoring the quality of personal thinking

13. What is the relationship between Knowledge & Thinking?U

14. A Model of Thinking Meta-cognition Comparison & Contrast Inference &
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
A Model of Thinking
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

15. Generating Possibilities
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Generating Possibilities
What do we do when we
generate possibilities?
Generate many possibilities
Generate different types of possibilities
Generate novel possibilities
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
All creative products involve the
combining of old ideas or elements
in new ways
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

16. Comparison and Contrast
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Comparison and Contrast
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
What do we do when we compare and contrast?
Identify what is similar between things - objects/options/ideas, etc
Identify what is different between things
Identify and consider what is important about both the similarities and differences
Identify a range of situations when the different features are applicable
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

17. Analysis What do we do when we analyse?
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Analysis
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
What do we do
when we analyse?
Identify relationship of the parts to a whole in system /structure/model
Identify functions of each part
Identify consequences to the whole, if a part was missing
Identify what collections of parts form important sub-systems of the whole
Identify if and how certain parts have a synergetic effect
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

18. Inference and Interpretation
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Inference and Interpretation
What do we do when we make inferences and interpretations?
Identify intentions and assumptions in data
Separate fact from opinion in data
Identify key points, connections, and contradictions in data
Make meaning of the data/information available
Establish a best picture to make predictions
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

19. Evaluation What do we do when we evaluate?
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Evaluation
What do we do when we evaluate?
Decide on what is to be evaluated
Identify appropriate criteria from which evaluation can be made
Prioritize the importance of the criteria
Apply the criteria and make decision
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

20. Meta-cognition What are we doing when we are meta-cognitive?
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Meta-cognition
What are we doing when we are meta-cognitive?
Aware that we can think in an organized manner
Actively thinking about the ways in which we are thinking
Monitoring and evaluating how effective we are thinking
Seeking to make more effective use of the different ways of thinking and any supporting learning/ thinking strategies /tools
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

21. CDIO Skills Workshop 1
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Thinking about your thinking
What assumptions did I made?
How can I spot an error if I make one?
Do I know what do I need to know?
Put simply, meta-cognition is
Being aware of one’s thinking, evaluating how well we are using the range of specific types of thinking and taking necessary corrective action
Commitment to task
Willingness to exert self control of learning
Being aware of the level of attention needed for a task and be able to adjust their focus accordingly.
Evaluation, planning, and regulation help students gain executive control of behaviour. These processes are the primary focus of many definitions of metacognition. Evaluation refers to students' ongoing assessments of their knowledge or understanding, resources, tasks, and goals. Planning involves the purposeful selection of strategies for specific tasks and is dependent on declarative and conditional knowledge. Regulation includes the monitoring and revision of progress toward goals. Evaluation, planning, and regulating should take place at before, during, and after stages of tasks.
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

23. What is Creativity? A product or response will be judged creative to the extent that it is novel, useful or a valuable response to the task at hand. (summarized from Amabile, 1996, p.35)
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One dark foggy night in Halifax, as Percy Shaw was driving home, he saw two small green lights, very close together near the edge of the road. He noted that they were the eyes of a cat, which were reflecting the light from his head lights. Percy was intrigued by this …and subsequently invented a small device involving two marbles placed close together in a rubber casing; this would then be set in the road at intervals between the lanes of traffic.
After a year of experiments, Percy patented the invention and then, in 1935, formed his company, Reflecting Roadstuds Ltd. (That’s Innovation & Enterprise)

24. The Creative Process Preparation (ongoing- may be years)
Interest
Preparation (ongoing- may be years)
Incubation (best between periods of intense focused work
and rest)
Illumination
Verification
Application

25. Reframing & Creativity
“How your perceive something makes all the difference and
you are free to see things from any perspective you wish”
(Adler, 1996, p.145)
To shift to a different frame will typically reframe one’s perspective and
therefore, one’s meaning. And when we do this, our very world
changes, which changes the sensory experience, hence how we feel
Slimy Pond Life or
Tasty Dinner?

26. The problem of slow lifts

27. Creative Thinking involves..
Generating many ideas Different types of ideas Novel ideas
All creative products involve the
combining of old ideas or elements
in new ways

28. RULES BRAINSTORMING DEFER JUDGEMENT STRIVE FOR QUANTITY FREEWHEEL
HITCH HIKE
RULES

29. Forced Associations (Random Triggers)
Forced Associations is a technique for linking another thinking pattern into
the one we are presently using. We do this by selecting a random concrete noun from a different field and combining it with the problem under consideration.
For example, we might be looking at ways to make lifts quicker.
By choosing a random word ‘Mirror’ could lead to installing mirrors by lifts.
As we know this is a popular solution for ‘slow lifts’. The lift doesn’t go faster,
but people waiting don’t notice this as they look in the mirror.
Force Associate
with ‘Mirror’

30. PO (Provocative Operation)
PO involves making deliberately provocative statements, which seek to
force thinking out of established patterns.
Examples: “Everybody should go to prison”
“Lets abolish schools”
Having made a provocative statement, it is then necessary to suspend judgement
and use the statement to generate ideas. For example, you can generate ideas
by examining:
The consequences of the statement
What the benefits could be?
What would need to change in order to make it a sensible statement?
What would happen if a sequence of events changed?

31. Substitute Combine Adapt Magnify, Minify, Modify Put to other use
SCAMPER is a checklist that helps to
think of ways to improve existing products
or create new ones
Substitute
Combine
Adapt
Magnify, Minify, Modify
Put to other use
Eliminate
Reverse

32. Morphological Matrix X
This tool encourages new possibilities through combining options
OPTIONS X
OPTIONS

33. Ethics & Responsibility
Apply knowledge of sound values and ethics to professional and personal
life
Identify the need for values and ethical codes of conduct
Compare and contrast value systems and ethical codes of conduct
Analyse the impact of values and ethical codes of conduct on personal and professional behavior
Use ethical reasoning on issues relating to human conduct in personal and professional contexts
Demonstrate behaviour consistent with agreed codes of ethics and value systems
SB8K8xLLM9MSSzPy8xBz9CP0os_hQD1NXIzdTEwP_EC9TA0__
YFdLJ9cAIxMXU

34. Activities
Learning is not a spectator sport. Students do not learn much just by sitting in
class listening to teachers, memorizing pre-packaged assignments, and spitting
out answers. They must talk about what they are learning, write about it, relate
it to past experiences, apply it to their daily lives. They must make what they learn
part of themselves.
(Chickering & Gamson)
However, activities for activity sake is as bad as dull lecturing - in fact the second sin of teaching. Good activities must be meaningful, challenging but achievable, and effective in terms of facilitating the desired learning outcomes

35. Steps in Designing Learning Activities
Step 1: Identify the subject knowledge/skills and other graduate attribute components to be incorporated into the activity
For this step, it is important to:
Choose specific topic areas in your module(s)that contain knowledge essential for key understanding of the subject. For example, central concepts, principles and models.
Identify the graduate attribute knowledge/skill components (e.g., critical thinking, creative thinking, communications, teamwork, etc) that promote student understanding/ competence in applying these topic areas.
In a Thinking Curriculum, a lot of focus is placed on students being actively and collaboratively involved in real world problem-solving. The use of real life performance tasks, projects, case studies and other simulated real world activity is essential. However, it is important that these tasks are carefully designed to effectively promote the learning outcomes of the curriculum. In this and the following slide, the key steps and notes of guidance are provided to help you design these tasks. Remember, in the first set of slides “Underpinning model of learning…” – competent performance involves the dynamic use of knowledge, thinking, doing and desire. You will probably need to do a fair bit of thinking and doing in order to produce good learning tasks. However, the effort put in will be worth the benefits gained in terms of supporting instruction and helping students to learn effectively. Also, interesting and challenging tasks usually motivate students much more than traditional classroom learning activities. 35

36. Steps in designing learning activities
Step 2: Produce the learning activity
It is important that the activity:
Clearly involves the application of the range of knowledge and skills identified from Step 1.
Is sufficiently challenging, but realistically achievable in terms of student’s prior competence, access to resources, and time frames allocated.
Successful completion usually involves more than one correct answer or more than one correct way of achieving the correct answer
Clear notes of guidance are provided, which:
Identify the products of the activity and what formats of presentation are acceptable (e.g. written report, oral presentation, portfolio, etc)
Specify the parameters of the activity (e.g. time, length, areas to incorporate, individual/collaborative, how much choice is permitted, support provided, etc)
Cue the desired skills where relevant (e.g., types of thinking)
Spell out key aspects of the assessment process and criteria. 36

37. “Teaching Holistically” What does this mean?
Understanding the connectedness of fields of knowledge
Ability to recognize and exploit “Teachable Moments”
Competence in ‘Social & Emotional Intelligence’

38. What is a Teachable Moment?
A teachable moment is an unplanned opportunity
that arises in the classroom where a teacher has an
ideal chance to offer insight to his or her students.

39. The Importance of ‘Emotionally Intelligent’ Teachers
How emotions impact learning
Determining attention
Memory and recall
Associate learning with pleasure, novelty and pain – hence can foster intrinsic interest, perseverance, etc – or kill it
Influence the affective climate of the classroom
“The emotions that teachers display – both consciously and
unconsciously – can significantly enhance or inhibit student learning”
(Powell & Powell, 2010)

40. Imitation & Mirror Neurons
When people are interacting with each other, the same brain structures are
simultaneously activated in their brains. For example, if you watch someone making a
cup of coffee, your brain not only processes the action – it also reproduces it. Essentially, we are predisposed to imitate those around us, and much occurs subconsciously.
This has big implications for how we impart beliefs and values to students. To a large extent, what they see in our behaviour - their perception - may be central to how we might influence them in the affective domain, for better or for worst.

41. What is Social Intelligence?
There are many definitions in the literature. A simple but useful one is..
… the ability to get along well with others and to get them to cooperate with you (Karl Albrecht)
Key skills include:
Sensory Acuity - ability to notice, to monitor, and to make sense of the
external cues from other people. We do this through evaluating the
result of any behaviour. Requires good observation and listening skills
Empathy - ability to put oneself into another persons situation and see the world from their set of experiences and perspective
Clarity of communication - ability to communicate clearly and authentically through calibration of words, tone and body language

42. What is Emotional Intelligence?
Daniel Goleman’s 5 Dimensions
Self-Knowledge (Understanding oneself, integrating internal conflicts, knowing strengths & weaknesses emotionally)
Self-Management/Regulation (The ability not to just react to events, but consider carefully the implications and consequences)
Motivation (Our energy source – motivated teachers are seen as enthusiastic, optimistic and energetic)
Social Awareness (Ability to empathize and feel what others might be experiencing)
Relationship Management (Knowing how to use emotions – emotionally sensitive – in the ways we communicate with others to build rapport and motivate them)