Presentation is loading. Please wait.

Presentation is loading. Please wait.

Designing Courses and Curricula Clare Bentall, Andrea Creech, Holly Smith.

Similar presentations


Presentation on theme: "Designing Courses and Curricula Clare Bentall, Andrea Creech, Holly Smith."— Presentation transcript:

1 Designing Courses and Curricula Clare Bentall, Andrea Creech, Holly Smith

2 Aims, objectives and learning outcomes ‘Aims are best thought of as general statements of educational intent’(Ramsden 1992:130) ‘Objectives are more specific and concrete statements of what students are expected to learn ’ (Ramsden 1992:130) Learning Outcomes are ‘what a learner knows or can do as a result of learning’ (Otter 1992 )

3 (Intended) Learning Outcomes “..are statements, written from the students’ perspective, indicating the level of understanding and performance they are expected to achieve as a result of engaging in the teaching and learning experience” (Biggs & Tang 2007:55) Have become hegemonic in UK HE since the Dearing Report (NCIHE 1997), which suggested four domains: 1. Knowledge and understanding; 2. Key skills (e.g. communication, numeracy, IT, learning to learn); 3. Cognitive skills (e.g. ability in critical analysis); 4. Subject-specific skills (e.g. laboratory skills, clinical skills)

4 Bloom (1956) argued that there were cognitive (knowing), affective (feeling) and psychomotor (doing) domains for LOs and developed a hierarchy for learning outcomes in the cognitive domain:  EvaluationCreating  SynthesisEvaluating  AnalysisAnalysing  Application Applying  Comprehension Understanding  KnowledgeRemembering Bloom’s Taxonomy (revised)

5

6 More useful verbs... analyse appraise apply calculate choose compare contrast create criticise demonstrate derive describe design develop differentiate discuss explain evaluate extrapolate formulate identify list measure name plan plot postulatepredict present propose recall recognise reflect theorise use utilise

7 Activity: Writing Learning Outcomes In small groups go back to the example of a course that you brought with you today. Look at the Learning Outcomes for this course:  Which of Bloom’s domains are they in? (cognitive, affective, psychomotor)?  What level of Bloom’s hierarchy of learning are they at? E.g. remembering, understanding applying etc.  How are they assessed?  Can you rewrite them to make the context clearer (in terms of discipline, level and content)?

8 Critique of learning outcomes (LOs) Hussey & Smith (2002) argue that LOs have been appropriated by ‘new mangerialism’, distorting them and rendering them useless.  Precise statements of behaviour that can be objectively assessed are not relevant in HE; knowledge, understanding, skills and abilities more relevant. These cannot be so clearly, explicitly and objectively stated.  All LOs only interpretable in the light of experience of that discipline, that level, that subject material.  Student and teacher interpretations may differ  Unanticipated LOs are most fruitful, and educators need to seize opportunities as they arise.

9 Task : Learning outcomes and learning activities In small groups:  Identify what types of learning activities might help learners achieve those outcomes. Then  Consider whether the same activities can be used for different levels of courses Also  Consider which activities match which learning theories you identified as important for your course yesterday 9

10 Structuring a course: Elements to include Existing understandings  What do students know already, what can they already do? Input  New ideas - from tutor, students, materials, readings etc Analysis of input  Students look critically at the input - ask questions of it, discuss it, evaluate it, draw out principles etc Application of input  Students try out the new ideas Reflection on learning – leading to action?  Students consider what they have learned from trying something out and what will they do as a result of this learning?

11 Activity: planning your course In groups, look at the examples of course outlines you have prepared.  Consider whether the different elements of a course are reflected in your course outline.  What changes do you think might be needed?

12 Biggs J. and Tang C. (2007) Teaching for Quality Learning at University. Maidenhead: Open University Press. Bloom, B. (Ed) (1956). Taxonomy of Educational Objectives. Handbook 1 cognitive domain. London: Longman. Hussey T. and Smith P. (2002) The trouble with learning outcomes. London: The Institute for Learning and Teaching in Higher Education and Sage Publications. NCIHE (1997). Higher Education in the Learning Society. http://www.leeds.ac.uk/educol/ncihe/ Otter, S. (1992). Learning Outcomes in Higher Education. London: UDACE. Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge. References

13 Evaluation and Quality Assurance Opening discussion:  What is the difference between evaluation and assessment?  What does quality assurance mean?  What is the difference between quality assurance and quality enhancement? 13

14 Evaluation Why? What? When? Who? Who for? How?

15 Evaluation – a process  Student level – progression, outcomes of assessment, evaluations completed  Module and Programme level – annual, end (of module or programme), Programme Committee, External Examiners  Institution level – policies, periodic programme reviews, comparison with others

16 Ongoing evaluation – enhancing teaching and learning Ongoing dialogue with students in sessions Student representative engagement Being responsive Assessing learning as part of on-going teaching or training

17 Formal evaluation – enhancing teaching and learning Design and develop instruments for collecting student feedback Improve the mechanisms for ensuring that feedback from students is acted upon Facilitate a culture of ongoing dialogue between teachers and students in collaboration for improving quality teaching and learning. Monitor findings that arise from student evaluations and inform staff and students about the actions taken or the reason why action was not appropriate

18 Obtaining student feedback: challenges Students may be dubious about the added-value of their contributions and believe that their views will be ignored These concerns may be compounded if it is difficult for them to see evidence of action as a result of the various evaluations they participate in Some students may underestimate the constraints that institutions face and expect unrealistic changes Academics might be concerned that some students might use evaluation of their teachers as a bargaining chip, e.g. to seek a higher assessment grade.

19 Evaluation: a framework  Formative Build in evaluation from the start  Baseline Establish a starting point  Select Pick out the crucial things  Qualitative/Quantitative Use different types and sources of data  Reliability Share the making of judgements

20 IOE evaluation processes Module evaluations QA review Action plans Course committee discussions – student representative feedback Staff - individual and collective - reflections Periodic programme review Student grades External exam board Peer review of teaching National Student Satisfaction Survey PTES

21 What do you do with the results? Process the data Report to various stakeholders Close the feedback loop Inform institutional policy Personal and team professional development

22 Implementing Change Positive or negative comments alone do not automatically lead to module improvements (Saroyan & Amundsen, 2001) Lecturers have to translate comments in relation to module design, content, delivery, or assessment though they have traditionally received little support in this process (Richardson, 2005) The focus should not be on teaching ‘performance’, but on how changes can improve experience.

23 Implementing Change Responding appropriately to feedback is a key element of an academic’s professionalism (Eraut, 2004). Knowing how many, or the extent of changes to implement is a concern, as is implementing unnecessary changes because of the need to appear responsive to student views (Arthur, 2009).

24 Closing the feedback loop Key criticism: student evaluation of teaching does not generally close the feedback loop (Watson, 2003). Benefits of closing the feedback loop - students appreciate the value of participating constructively in future evaluation surveys rather than using the process to vent frustration (Tucker, Jones, & Straker, 2008).

25 Strategies for providing feedback  Keane and MacLabhrainn (2005) Lecturer gives a verbal report back to the class Student rep reports back to the class Information being posted on a relevant notice board Report to committees which have student representatives on board Email all students involved with a report on the results

26 Questions How can you embed evaluation into your course/module? Could teaching quality be more reliably and consistently assessed in your institution? How do you use evaluation instruments effectively to encourage improvement in teaching and leanring? How do you monitor actions arising from student feedback to foster quality teaching? How do you close the feedback loop?

27 27 Tools, Models and Data Sources Sociogram Evaluation proforma Programme committee Questionnaires Staff/colleague responses Student grades and completion data SWOT Observation Interview Reaction graphs

28 Conclusion  Keep good records – develop a system that works and does not take so much time  Plan the evaluation process: Student level; Module and Programme level; Institution level.  Identify who you will present your evaluation to e.g. Programme team; Students; Senior Leaders; Board of Directors; Marketing 28

29 Evaluation - literature  Airasian, P. & Gullickson, A. (2006). Teacher self-evaluation. In J. Stronge (Ed) Evaluating teaching: A guide to current thinking and best practice, pp. 186-211. Thousand Oaks, CA: Corwin Press.  Arthur, L. (2009). From performativity to professionalism: lecturers’ responses to student feedback. Teaching in Higher Education, 14(4), 441-454.  Edström, K. (2008). Doing course evaluation as if learning matters most. Research & Development, 27(2), 95-106.  Eraut, M. (2004). The practice of reflection. Learning in Health and Social Care, 3(2), 47- 52.  Griffin, A. & Cook, V. (2009). Acting on evaluation: Twelve tips from a national conference on student evaluations. Medical Teacher, 31, 101-104.  Keane, E., & Mac Labhrainn, I. (2005). Obtaining Student Feedback on Teaching and Course Quality. Centre for Excellence in Learning & Teaching. 


Download ppt "Designing Courses and Curricula Clare Bentall, Andrea Creech, Holly Smith."

Similar presentations


Ads by Google