Before Class Preparation Instructor Information Slide (not to be displayed)

An Overview on Today’s Workshop Instructor Information Slide (not to be displayed)

November 6, 1998FIE Articulation Matrix Workshop3 As Workshop Convenes Find a table with less than five and sit down Introduce yourself to your table colleagues Review the Level of Learning write-up in your handouts (Appendix A)

Designing Your ABET 2000 Course A 1998 FIE Workshop By Lynn Bellamy & Barry McNeill Arizona State University

November 6, 1998FIE Articulation Matrix Workshop5 When You Leave Tonight Tyler, Bloom, and Krathwohl, Cognitive and Affective Domains, Learning Objectives, The Articulation Matrix, You should know about:

November 6, 1998FIE Articulation Matrix Workshop6 When You Leave Tonight assess work and establish the degree of understanding, demonstrated by the work prepare learning objectives for a course (and a curriculum), You should further be able to:

November 6, 1998FIE Articulation Matrix Workshop7 When You Leave Tonight document the relationship between course activities and learning objectives, determine if a course could meet its learning objectives, and determine if a curriculum could meets its learning objectives You should further be able to:

‘Focus on Facilitator’ Signal The facilitator needs your attention: Raise your hands to inform your neighbors Finish your sentence Do NOT finish your paragraph Turn toward the Facilitator

November 6, 1998FIE Articulation Matrix Workshop9 Workshop Agenda Part I-Educational Foundation –Ralph Tyler & Benjamin Bloom –Levels of Learning Jigsaw Part II-The Articulation Matrix –A Course –A Curriculum Part III-Reflection on WorkshopReflection

November 6, 1998FIE Articulation Matrix Workshop10 Criterion 2 of ABET Engineering Criteria 2000 Schools are required to have and use a defined process for the development and continuous improvement of its curriculum

November 6, 1998FIE Articulation Matrix Workshop11 Ralph Tyler - Who Is He? A pioneer in testing and assessment Ohio State, University of Chicago, Stanford Basic Principles of Curriculum and Instruction (1949)

November 6, 1998FIE Articulation Matrix Workshop12 Ralph Tyler’ Questions 1What are the educational objectives? 2What learning experiences should be provided? 3How should the experiences be organized? 4How can you determine if objectives are obtained?

November 6, 1998FIE Articulation Matrix Workshop13 Learning Objectives Two dimensional vectors –a competency (integration by parts) –a degree to which the competency is learned or mastered (understand) E.g., understand integration by parts

November 6, 1998FIE Articulation Matrix Workshop14 Benjamin Bloom - Who is He? School of Education, University of Chicago Edited Taxonomy of Educational Objectives - Book 1 Cognitive Domain (1956)

November 6, 1998FIE Articulation Matrix Workshop15 Cognitive Domain ( thinking aspects ) –Knowledge –Comprehension –Application –Analysis –Synthesis –Evaluation Bloom’s Taxonomy (1956) increasing thinking skill

November 6, 1998FIE Articulation Matrix Workshop16 Affective Domain ( feeling aspects ) –Receiving –Responding –Valuing –Organization –Characterization by a Value or Value Complex Krathwohl’s Taxonomy (1964)

November 6, 1998FIE Articulation Matrix Workshop17 In the 1990’s David Langford renamed Bloom’s taxonomy as Levels of Learning (LoL) Bellamy & McNeill modified Langford’s work for engineering

A Discussion of Today’s Jigsaw Instructor Information Slide (not to be displayed)

Instructor LoL & DoI Jigsaw Individual Expert Groups Workshop Teams Time Before Session Reading from Workshop Workbook Reading Instructions Assemble in Groups of 5 Educate the Non-experts 15 min Discuss & Complete The LoL & DoI Characterization Table Jigsaw Instructions Assemble in Workshop Teams 8 min Slide 7.19

November 6, 1998FIE Articulation Matrix Workshop20 Becoming an ‘Expert’ Task uComplete the Level of Learning & Degree of Internalization Characterization TableTable uFollow the instructions at the top of the Table.

November 6, 1998FIE Articulation Matrix Workshop21 Becoming an ‘Expert’ (15 min) As you fill in the Table: Þdiscuss the characteristics of a work product that would demonstrate your LoL (or DoI). Þdiscuss the unique, extra characteristics of your LoL (DoI) that distinguish it from the LoL (DoI) just below your table’s LoL (DoI).

November 6, 1998FIE Articulation Matrix Workshop22 Moving To Workshop Teams Within each group of experts (one or two tables) count off from 1 to 8 (or the highest number before 8) Move to the table having your number

November 6, 1998FIE Articulation Matrix Workshop23 Teaching Your Colleagues (20 min) Starting with Knowledge LoL each Expert has two minutes to: 1explain the characteristics of their LoL 2explain what is added to (i.e., distinguishes) their LoL from the LoL just below 3enter the expert’s comments in your LoLDefinition TableTable Repeat steps 1 to 3 until all LoL’s & DoI’s are done

November 6, 1998FIE Articulation Matrix Workshop24 Practice Assessment (5 min) Quickly review the simple mechanics problem and the three solutions As you read the solutions –note the general form and content of the three solutions –do NOT evaluate the ‘technical correctness’ of the solutions

November 6, 1998FIE Articulation Matrix Workshop25 Practice Assessment (10 min) 1Locate the Work Product Assessment Template Template that has been completed for the first solution and discussTemplate 2Using a blank Work Product Assessment Template, half the table is to assess the 2 nd solution and half the 3 rd solutionTemplate

November 6, 1998FIE Articulation Matrix Workshop26 Practice Assessment (5 min) 3Confirm that your reasons are consistent with the distinctions your team developed in the Definition Table 4Discuss the results of these two assessments

November 6, 1998FIE Articulation Matrix Workshop27 Break Be back ready to work in 10 minutes You will be in new teams based on your course interest (e.g., dynamics, fluids, thermodynamics, electrical circuits, programming)

November 6, 1998FIE Articulation Matrix Workshop28 Learning Objectives (revisited) Two dimensional vectors –a competency (integration by parts) –a degree to which the competency is learned or mastered (understand) E.g., understand integration by parts

November 6, 1998FIE Articulation Matrix Workshop29 Learning Objectives (revised) Master integration by parts at the –comprehension LoL –analysis LoL –synthesis LoL

November 6, 1998FIE Articulation Matrix Workshop30 Session Learning Goals (using LoL) Achieve Comprehension LoL for Assessing the Level of Learning of assigned work products. Achieve Comprehension LoL in Developing and Analyzing the Articulation Matrix.

November 6, 1998FIE Articulation Matrix Workshop31 Workshop Agenda Part I-Educational Foundation –Ralph Tyler & Benjamin Bloom –Levels of Learning Jigsaw Part II-The Articulation Matrix –A Course –A Curriculum Part III-Reflection on Workshop

November 6, 1998FIE Articulation Matrix Workshop32 Defining a Course (Tyler) 1Define the educational objectives (competency & LoL) 2Define learning experiences 3Organize learning experiences 4Analyze proposed course

November 6, 1998FIE Articulation Matrix Workshop33 Defining a Course (Tyler) 1Define the educational objectives (competency & LoL) 2Define learning experiences 3Organize learning experiences 4Analyze proposed course

November 6, 1998FIE Articulation Matrix Workshop34 Defining Your Course Each table has been assigned an entry level course to be developed You are going to develop this course, answering Tyler’s questions, by completing a portion of an articulation matrix

Skeleton Course Articulation Matrix (CAM)

Partial CAM For ECE 100

Part Of CAM For ECE 100 Back to OrganizeOrganizeBack to AnalyzeAnalyze

November 6, 1998FIE Articulation Matrix Workshop41 Your Task (20 minutes) Begin the generation of the articulation matrix for your table’s assigned course –generate at least two major learning objectives each with two+ minor learning objectives –generate at least ten learning experiences

November 6, 1998FIE Articulation Matrix Workshop42 Defining a Course (Tyler) 1Define the educational objectives (competency & LoL) 2Define learning experiences 3Organize learning experiencesOrganize 4Analyze proposed course

November 6, 1998FIE Articulation Matrix Workshop43 Your Task (5 minutes) Using the articulation matrix the team has created establish the order of the learning experiences

November 6, 1998FIE Articulation Matrix Workshop44 Defining a Course (Tyler) 1Define the educational objectives (competency & LoL) 2Define learning experiences 3Organize learning experiences 4Analyze proposed courseAnalyze

November 6, 1998FIE Articulation Matrix Workshop45 Your Task (10 minutes) Analyze your articulation matrix to see –are there any empty rows, columns? –are there enough activities at appropriate LoLs to support desired total change in LoL for the major learning objectives?

November 6, 1998FIE Articulation Matrix Workshop46 Reporting Out (10 minutes) If your group is selected: –bring your articulation matrix up to the Elmo projector –briefly (2/3 minutes) discuss the matrix and what was learned as a result of creating the matrix

November 6, 1998FIE Articulation Matrix Workshop47 Course Articulation Matrix Helps organize the process of defining a course (ABET issue) Helps document the process (ABET issue) Helps with the analysis of the course (ABET issue)

November 6, 1998FIE Articulation Matrix Workshop48 Break Be back ready to work in 5 minutes

November 6, 1998FIE Articulation Matrix Workshop49 Workshop Agenda Part I-Educational Foundation –Ralph Tyler & Benjamin Bloom –Levels of Learning Jigsaw Part II-The Articulation Matrix –A Course –A Curriculum Part III-Reflection on Workshop

November 6, 1998FIE Articulation Matrix Workshop50 Defining a Curriculum (Tyler) 1Define the curricular educational objectives (competency & LoL) 2Select the courses 3Organize the courses 4Analyze proposed curriculum

November 6, 1998FIE Articulation Matrix Workshop51 Draft ME Articulation Matrix

November 6, 1998FIE Articulation Matrix Workshop52 Draft ME Articulation Matrix

November 6, 1998FIE Articulation Matrix Workshop53 Draft ME Articulation Matrix

November 6, 1998FIE Articulation Matrix Workshop54 Draft ME Articulation Matrix

November 6, 1998FIE Articulation Matrix Workshop55 Your Task (20 minutes) Begin the generation of an articulation matrix for your table’s assigned discipline –generate at least two major learning objectives each with two+ minor learning objectives –generate at least ten classes –analyze curriculum

November 6, 1998FIE Articulation Matrix Workshop56 Wrap Up Question In your groups discuss the following question and be prepared to report on your discussions What is the relationship between the curriculum and course competency matrices?

November 6, 1998FIE Articulation Matrix Workshop57 Course & Curriculum Matrices A course must include all learning objectives from curriculum matrix that are impacted by the course The LoL out for a course learning objective must match that shown in curriculum

November 6, 1998FIE Articulation Matrix Workshop58 Course & Curriculum Matrices The learning objectives for the course will be more detailed than those in curriculum The course matrix will have major learning objectives not shown in curriculum matrix

November 6, 1998FIE Articulation Matrix Workshop59 An ABET 2000 Process Complete Curriculum Articulation Matrix Complete Course Articulation Matrices for all courses in curriculum, making sure all the competencies shown in the curriculum matrix are shown on the course matrices

November 6, 1998FIE Articulation Matrix Workshop60 Workshop Agenda Part I-Educational Foundation –Ralph Tyler & Benjamin Bloom –Levels of Learning Jigsaw Part II-The Articulation Matrix –A Course –A Curriculum Part III-Reflection on Workshop

Reflection On Workshop Document Session Observations Explore Implications of Observations Articulate What Has Been Learned The structure below has been used successfully by Jennifer Turns ( and her colleagues at Georgia Tech to help the students reflect about what they have learned from a completed task or assignment. Please think about this session and complete the following three parts of the Reflection task. Slide 61

November 6, 1998FIE Articulation Matrix Workshop62 Reflection On Workshop Document Session Observations Explore Implications of Observations Articulate What Has Been Learned The structure below has been used successfully by Jennifer Turns ( and her colleagues at Georgia Tech to help the students reflect about what they have learned from a completed task or assignment. Please think about this session and complete the following three parts of the Reflection task. Back to Agenda