1. Session 2: TOTAL Overview: Transformation Opportunities in Teaching And Learning Outcome: Project teams will be able to  Align their projects with the context and goals of the TCD initiative;  * Ask for further clarification from Gary Reichard (phone conference)  * Begin notes on Workshop Task 1 - Institutional/Unit Status Reflection Topics: …Examples of related past projects Why we want to take a TOTAL perspective The TOTAL Process

2. A TOTAL Perspective on Transformation Opportunities Curriculum Learning Outcomes Course Learning Outcomes Demonstration & Assessment Learning tasks and activities Knowledge content and resources PriorPrior capability, knowledge, etc.

3. A TOTAL Perspective on Transformation Opportunities Curriculum Learning Outcomes Course Learning Outcomes Demonstration & Assessment Learning tasks and activities Knowledge content and resources PriorPrior capability, knowledge, etc.

4. Exercise: from your own experience, share an example of each of the following: the course assessment was not a valid indicator of the desired outcomes the assigned tasks + available resources did not result in the expected activities  e.g., the course design did not account for prior capability, knowledge or attitudes the expected activities did not result in the desired learning. Kaleb Center, Teaching Well by Design, http://kaneb.nd.edu/images/Teaching%20Well%20by%20Design.pdf, 10/20/2006http://kaneb.nd.edu/images/Teaching%20Well%20by%20Design.pdf Phillips, R. (2005), Challenging The Primacy Of Lectures: The Dissonance Between Theory And Practice In University Teaching, Journal of University Teaching and Learning Practices, 2(1). http://jutlp.uow.edu.au/2005_v02_i01/phillips003.htmlhttp://jutlp.uow.edu.au/2005_v02_i01/phillips003.html Salter, D.; Richards, L.; Carey, T. (2004). The ‘T5’ design model: An instructional design model to support the integration of online and campus based learning. Special Issue: Educational Media International: Distributed Learning Environments: the convergence of distance and campus based learning.

5. We/I want the CSU Transforming Course Design projects to ask more than… Curriculum Learning Outcomes Course Learning Outcomes Demonstration & Assessment Learning tasks and activities Knowledge content and resources Prior capability, knowledge, etc. “how can we redesign tasks and resources, to improve grades and reduce budget expenses?”

6. The NCAT Approach can be summarized as… redesigning tasks and resources, to improve grades and reduce budget expenses e.g., Five Principles of Successful Course Redesign Redesign the whole course. Encourage active learning. Provide students with individualized assistance. Build in ongoing assessment and prompt (automated) feedback. Ensure sufficient time on task and monitor student progress.

7. An example of ‘doing more’… Jim Sandefur Professor of Mathematics Georgetown University How do we determine why these outcomes are not satisfactory?

8. Problem-Solving: What I Learned from my Students

9. “My current view is that there are three main educational gains available here: Simply having a few very simple questions to check understanding after each chunk of talking reassures the students they have followed the main points, or tells them which point they should look at again. It seems to give the lecture a feeling of closure for them; and also of community (seeing whether they all got it right, or that quite a lot had trouble: tells them whether and how to talk to each other about it). Using the responses to questions to steer what you say next (if they all get it right, speed onwards; if many have trouble, re-explain in more detail). This is obviously a good idea in a review lecture; but we should probably use this more often to focus the lecture on where the difficulties are. Get discussion going e.g. set a brain teaser, get them to vote, don't state the answer, require them to discuss with their neighbors which answers seems best to them. Active discussion of critical concepts is far more inducive of learning than passive listening. …” Steve DraperSteve Draper, University of Glasgow, REAP project [Calculus?][Calculus?] Example 2: (Why) Do Personal Response Systems/’Clickers’ Work?

10. Example 3: Do students who pass Intro Stats understand…? ETL: Threshold Concepts and Troublesome Knowledge…Session 4

11. Example 4: How do we encourage deep approaches to learning? v Deep approach in learning - seeking meaning v Surface approach in learning - reproducing v Strategic approach to studying - organised effort Marton, Hounsell & Entwistle (1997)

12. TOTAL look at transformation opportunities which are… Curriculum Learning Outcomes Course Learning Outcomes Demonstration & Assessment Learning tasks and activities Knowledge content and resources Prior capability, knowledge, etc. Team-based Outcomes-driven Task-oriented Time-optimized Tool-intensive Cost-sensitive Assessment- rich Knowledge-based… (for learners and teachers)

13. There are other ways to get a ‘big picture’ view…

14. Review Task 2 Template…