1. Gina Wisker 1

2. The session When we plan curriculum and individual courses we consider such issues as the needs of our society, of the discipline, and of the students. More practically, we consider the level of the course or module, the learning outcomes (knowledge, skills, attitude/values) it hopes to enable students to achieve, the assessment, the teaching activities and the students’ learning activities and also the content which we would like students to know about. This session considers how we plan the development of our courses, using learning outcomes, level descriptors and the underpinning theory of ‘ constructive alignment’. 2

3. How do we plan courses? What do we take into consideration when planning courses? ‘Back of an envelope’ What we like to teach Content we are familiar with 3

4. The learning outcomes approach Learning outcomes are underpinned by The NCAA Domains of Learning which makes explicit the learning outcomes of Knowledge Cognitive Skills Interpersonal Skills and Responsibility Communication IT and Numerical Skills Psychomotor Skills 4

5. Changing how we plan and carry out learning and teaching Familiar planning model : Starts with content-then assessment- then considers how we are going to teach it 5

6. Learning outcomes approach Start with the learning outcomes, then the way we are going to assess their achievement, then the learning activities by the participants/ students which should take place to actively engage them in the learning,then the appropriate teaching or development activities we/others are going to undertake to enable that learning, Then the content and resources Then you would plan individual sessions – the same way –making sure that the outcomes are built in, not every session is taught the same way, students have a diversity of approaches and activities where appropriate to achieve the diversity of outcomes. 6

7. Planning the curriculum and courses using learning outcomes Starts with the needs of the students, the professions and vocations, the way the disciplines construct knowledge, in context Plans from the learning outcomes to be achieved To the assessments to enable their measurement and encouragement To the learning activities which engage the students in the appropriate learning To the activities teachers facilitators and others engage students with To the actual content to be learned about and taught – which then, like learning and teaching activities, becomes chosen because it can help achieve the learning outcomes 7

8. The Discipline -The main and current issues, established basic underpinning information, the ways of seeing the world and constructing knowledge Professional and vocational needs and expectations – the skills and attitudes and knowledge, the updated focus, the topical and practical Our Students- achievements,skills, abilities, diversity, needs, interests Context- local, national, international-what is possible, needed, cultural inflections on disciplines and professional and vocational needs The market And in what order? Anything else? 8

9. Learning outcomes assessments Student learning activities Teachin g & develop ment activities Content And resources needed Discipline, profession, vocation expectations Cultura l context Student diversity-learning background and approaches, age, gender, ethnicity,ability, disability etc Planning backwards from right to left, outcomes to content 9

10. What is new here in practice? What might be difficult to engage colleagues with? how might you do that? 10

11. Questions and responses Engaging colleagues – overseeing colleagues. Each wants to work alone; curriculum development and team planning teaching in the classroom presents a challenge Interactive + model what happens in real world Authority: threat cf challenge! Active learning or rote Staff – student ratios and adapting teaching and learning strategies Problem with SCL students don’t want responsibility and self motivation. Multi-level – ‘mixed ability’ students: how do you deal with it? 11

12. Questions and responses (2) Linking assessment LOs – big challenge 12

13. Constructive alignment John Biggs term ‘constructive alignment’ means ensuring that in the construction planning and delivery of the course all the elements are in a relationships or alignment with each other to achieve the best outcomes and effects The learning outcomes Assessment Teaching activities Learning activities Content These are all in alignment and from this can flow the individual lesson planning, and it is all made clear and explicit to the students. 13

14. Dimensions of Knowledge Krathwohl & AndersonNCAAA Domains of Learning Factual: facts a student needs to be familiar with Knowledge of specific facts Conceptual: knowledge such as knowledge of classifications, principles, theories, models and structures; Knowledge of concepts, principles and theories Procedural: knowing how to do something including techniques, skills and methods of enquiry, Metacognitive: knowledge of self and cognitive tasks and methods of learning and organising ideas 14

15. The Taxonomy Table (Anderson and Krathwohl, 2001) Knowledge Dimension The cognitive Process Dimension Remember Understand ApplyAnalyseEvaluateCreate Factual Conceptual Procedural Metacognitiv e (Adapted from Anderson, 2003:29) being able to compare various different ways and theories of doing the teaching and systematically work out what is the best way to go ahead in your circumstances writing a plan that suits your context knowing what should be in a teaching plan Understanding key aspects in session planning 15

16. The Taxonomy Table (Anderson and Krathwohl, 2001) NCAAA Domains of Learning The cognitive Process Dimension - Bloom Remember Understand ApplyAnalyseEvaluateCreate Knowledge Facts Concepts, theories Procedures Cognitive Skills Apply skills when asked Creative thinking and problem solving Interpersonal Skills and Responsibility Responsibility for own learning Group participation and leadership Act responsibly-personal and professional situations Ethical standards of behavior Communication IT and Numerical Skills Oral and written communication Use of IT Basic maths and statistics Psychomotor Skills 16

17. The Taxonomy Table (Anderson and Krathwohl, 2001) NCAAA Domains of Learning The Attitudes Dimension - Bloom Knowledge Facts Concepts, theories Procedures Cognitive Skills Apply skills when asked Creative thinking and problem solving Interpersonal Skills and Responsibility Responsibility for own learning Group participation and leadership Act responsibly-personal and professional situations Ethical standards of behavior Communication IT and Numerical Skills Oral and written communication Use of IT Basic maths and statistics Psychomotor Skills 17

18. The Taxonomy Table (Anderson and Krathwohl, 2001) NCAAA Domains of Learning The behaviour Dimension - Bloom Knowledge Facts Concepts, theories Procedures Cognitive Skills Apply skills when asked Creative thinking and problem solving Interpersonal Skills and Responsibility Responsibility for own learning Group participation and leadership Act responsibly-personal and professional situations Ethical standards of behavior Communication IT and Numerical Skills Oral and written communication Use of IT Basic maths and statistics Psychomotor Skills 18

19. Teaching and Learning Strategies NCAAA Domains of Learning Strategies Knowledge Facts Concepts, theories Procedures Cognitive Skills Apply skills when asked Creative thinking and problem solving Interpersonal Skills and Responsibility Responsibility for own learning Group participation and leadership Act responsibly-personal and professional situations Ethical standards of behavior Communication IT and Numerical Skills Oral and written communication Use of IT Basic maths and statistics Psychomotor Skills 19

20. Assessment Strategies NCAAA Domains of Learning Strategies Knowledge Facts Concepts, theories Procedures Cognitive Skills Apply skills when asked Creative thinking and problem solving Interpersonal Skills and Responsibility Responsibility for own learning Group participation and leadership Act responsibly-personal and professional situations Ethical standards of behavior Communication IT and Numerical Skills Oral and written communication Use of IT Basic maths and statistics Psychomotor Skills 20

21. Review your module or course In order to model what we hope to work with with our colleagues Please consider a module you have run, or are designing in your discipline OR a CPD process you run or are designing for educational development/faculty development How can it be designed or explained using the learning outcomes approach? What else might you need to do to it to enable it to achieve this approach so participants can achieve the outcomes? 21

22. William Perry-identifies learning development stages which we can map against the levels at which learning outcomes can be achieved from 1 st year undergrad –to CPD 9 this is what I believe- I can defend this with theory, evidence and argument but wont force it on you –you will need to defend your own beliefs 8 7 6 5 4 (negative relativism)I have no way of telling that one of these ideas/interpretations/theories /products is more important or better than another 3 2 1 I need to know – good/ bad, facts 22

23. benefits Enables clear planning against levels Measurable and communicable outcomes to be achieved at appropriate levels The constructive alignment of the assessment forms, learning activities and teaching facilitation activities which must be appropriate to engage and help develop the learners to achieve the outcomes We ask questions about the appropriateness of all we and students do The appropriateness of the assessments to genuinely help ensure the outcomes are achieved and measure. Everything is more transparent, organised, clearly communicated, seen to be achieved(or not....in which case there is more planning to be done) easier to evaluate and share 23

24. Design a module/course eg for CPD Please design a course for your own continuing Professional Development courses for academic staff at your university Using the learning outcomes approach YOU (or people like you ie ed dev/quality/faculty/teaching etc staff) ARE the participants/students Choose a course which you might design and deliver eg : 1. Teaching more undergraduates 2. Encouraging active learning in lectures 3. Writing for publication 4. Other- any other suitable for YOUR work???? 24

25. Level- Outcomes: Teaching and learning methods Assessment 25

26. Please plan using The Taxonomy Table (Anderson and Krathwohl, 2001) Knowledge Dimension The cognitive Process Dimension Remember Understand ApplyAnalyseEvaluateCreate Factual Conceptual Procedural Metacognitiv e (Adapted from Anderson, 2003:29) being able to compare various different ways and theories of carrying out the CPD and systematically work out what is the best way to go ahead in your circumstance and context writing a plan that suits your context knowing what should be in a CPD plan Understanding key aspects in session/event planning 26

27. conclusions What reflections do you have from considering the learning outcomes approach What could you develop or change What needs to be done or in place to enable the approach To work in your courses? With your participants/students? Here? 27