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Www.dal.ca Course Design for Online Library Tutorials Carol ONeil Centre for Learning and Teaching Dalhousie University.

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Presentation on theme: "Www.dal.ca Course Design for Online Library Tutorials Carol ONeil Centre for Learning and Teaching Dalhousie University."— Presentation transcript:

1 Course Design for Online Library Tutorials Carol ONeil Centre for Learning and Teaching Dalhousie University

2 Introductions...

3 Workshop overview Getting started: What are you teaching? – Concept maps Who are you teaching? – Levels of student cognitive development What are they learning? – Categories and elements of learning outcomes – Constructing learning outcomes Designing online learning – Cognitive theories of learning – Design principles of the theory of multimedia instruction

4 Concept Maps

5 Activity One: Construct a concept map using paper and post-it notes Explain your concept map to a partner and make revisions based on feedback

6 Review your concept maps and answer this question: What is the most important learning students should accomplish in your course? (Be prepared to share with the rest of the group.)

7 Patterns of cognitive development PhaseMost students in Absolute knowing1 st Year Transitional knowing2 nd to 4 nd Years Independent knowing5 th and 6 th Years Contextual knowingOnly 37% of 6 th Years J. Donald, Clarifying Learning in ………….

8 Students expectations of self and professor Most entering students Most undergraduatesSome seniorsSome graduates AbsoluteTransitionalIndependentContextual Get knowledge from prof Understand knowledge Create own perspective Integrate and apply knowledge Expect prof to give knowledge Expect prof to help understand Expect to exchange evidence with prof Expect prof to promote evaluation of perspectives J. Donald, Clarifying Learning in ………….

9 Instructional Goal or Aim: general statement of an abstract educational intention Learning Outcome: a statement describing the learning students are expected to demonstrate in the course (adapted from J. Donald, Clarifying Learning in ………….

10 Kwatlen University College: Essential Skills Reading and Information Skills: Locating, understanding & interpreting written information in a variety of formats. Foundation Competencies – read to locate specific information – use standard reference material (dictionaries, etc.) – read quickly for main ideas only – recognize & define technical terms – summarize written material Advancement Competencies – comprehend & interpret detailed business, scientific & technical information from text – search for information in the professional literature (print libraries, electronic data bases, company records, CD-Rom and Internet tools, etc.)

11 Learning Outcomes A statement describing the learning students are expected to demonstrate in the course. Learning outcomes state the knowledge, skills, and attitudes students will gain through your course. BCIT Learning Resources Unit. Writing Learning Outcomes. n.d..)

12 Program aims/goals Course goals Learning outcomes Detailed outcomes or Performance objectives

13 Blooms Taxonomy of Learning Objectives Three domains of learning: Cognitive --(knowledge: facts & information) Affective --(attitudes, values, & feelings) Psychomotor --(skills: ability to successfully perform job)

14 Levels of the Cognitive Domain 1. Evaluation 2. Synthesis 3. Analysis 4. Application 5. Compehension 6. Knowledge Highest Level Lowest Level

15 Levels of the Affective Domain Highest Level Lowest Level 5. Characterization 4. Organization 3. Valuing 2. Responding 1. Receiving

16 Levels of the Psychomotor Domain 7. Origination 6. Adaptation 5. Complex Overt Response 4. Mechanism 3. Guided Response 2. Set 1. Perception Highest Level Lowest Level

17 Parts of Performance Objectives or Detailed Outcomes Action Verbs Content Reference Standard of Performance Statement of Conditions McBeath, R.J. (Ed.) Instructing and Evaluating in Higher Education: A Guidebook for Planning Learning Outcomes. Englewood Cliffs: Educational Technology Publications

18 Assessing Your Learning Outcomes Are your learning outcomes: Learner oriented? Derived from your concept map? Clear and concise? Appropriate for the students in your course? In what way (re. their level, motivation, expectations, goals, etc.)? Potentially measurable?

19 Activity: Write Learning Outcomes and Performance Objectives Beginning with your statement of the most important learning students should accomplish in your course, and using your concept map as a guide, write up to three learning outcomes, with detailed performance objectives outlining how students must demonstrate their learning, in what area, to what standard, and under what conditions.


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