1. How to make sure your Students Learn what you want them to Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, Ph.D. Software and Systems Section IT University of Copenhagen, Denmark

2. An Introduction to Constructive Alignment and The SOLO Taxonomy Claus Brabrand ((( brabrand@itu.dk ))) ((( http://www.itu.dk/people/brabrand/ ))) Associate Professor, Ph.D. Software and Systems Section IT University of Copenhagen, Denmark

3. [ 3 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University "What is good teaching?" Exercise: T

4. [ 4 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Outline (Oct 10, 2013) 1) Introduction Constructive Alignment The SOLO Taxonomy 2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy 3) In Practice Concrete recommendations Alignment implementation process

5. [ 5 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University “Teaching for Quality Learning at University - What the student does” “Teaching for Quality Learning at University - What the student does” Constructive Alignment & SOLO Taxonomy: Introduction to… “Teaching Teaching & Understanding Understanding” “Teaching Teaching & Understanding Understanding” 19 min award-winning short-film on Constructive Alignment (available on DVD in 7 languages, epilogue by John Biggs) John Biggs’ popular and heavily cited book: [J. Biggs & C. Tang, 2007]

6. [ 6 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University "What are the film's main messages (in your opinion)"? Neighbour Discussion: T

7. [ 7 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Outline (Oct 10, 2013) 1) Introduction Constructive Alignment The SOLO Taxonomy 2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy 3) In Practice Concrete recommendations Alignment implementation process

8. [ 8 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University From Content to Competence My old course descriptions (Concurrency 2004): Given in terms of a 'content description'. Essentially: This is a bad idea for two reasons...! Goal is…: To understand: deadlock interference synchronization...

9. [ 9 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Goal is…: To understand: deadlock interference synchronization... Problem 1 ! Problem with 'content' as goals ! analyze... theorize... define deadlock describe solutions name solutions recite conditons Stud. C Stud. A Stud. B analyze systems explain causes Censor Teacher  agreement analyze systems explain causes tacit knowledge from a research-based tradition not known by student

10. [ 10 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Problem 2 ! Problem with 'understanding' as goals ! The answer is simple : 'concept of deadlock' ?!  Goal is…: To understand: deadlock interference synchronization... It cannot be measured !

11. [ 11 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Competence ! 'Competence' as goals ! Have the student do something; and then observe (evaluate) the product and/or process 'SOLO' = Structure of the Observed Learning Outcome Note': inherently operational (~ verbs) Objective ! To learn how to: analyze systems for... explain cause/effects... prove properties of... compare methods of...... Note: 'understanding' is of course pre-requisitional ! Competence := knowledge + capacity to act upon it

12. [ 12 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Neighbour Discussion "How does this content vs competence relate to YOUR courses?" T

13. [ 13 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University SOLO (elaborated) Note: the list is non-exhaustive SOLO 2 ”uni-structural” SOLO 3 “multi-structural” SOLO 4 “relational” SOLO 5 “extended abstract” theorize generalize hypothesize predict judge reflect transfer theory (to new domain) … analyze compare contrast integrate relate explain causes apply theory (to its domain) … combine structure describe classify enumerate list do algorithm apply method … define identify count name recite paraphrase follow (simple) instructions … Graphic Legend problem / question / cue known related issue - given! hypothetical related issue - not given! student response Q R QUANTITATIVEQUALITATIVE R R' Q R Q R Q R Q

14. [ 14 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University SOLO verbs Mapped by:  B. Dahl & C. Brabrand (Natural science context!) With help from:  3 Educational research colleagues (medicine)  J. Biggs & C. Tang

15. [ 15 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University SOLO Advantages Advantages of The SOLO Taxonomy: Linear hierarchical structure (good for progression) Aimed at evaluating student learning Converges on research (at SOLO 5) Research: Production of new knowledge

16. [ 16 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Exercise "Key competences in YOUR course?" T Concurrency: analyze systems compare models Concurrency: analyze systems compare models

17. [ 17 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University The BLOOM Taxonomy (1956) The BLOOM Taxonomy: Knowledge Comprehension Application AnalysisEvaluationSynthesis Qualitative Quantitative SOLO 4+5 SOLO 2+3 ”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item” -- (Biggs & Collis, 1982) ”

18. [ 18 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Outline (Oct 10, 2013) 1) Introduction Constructive Alignment The SOLO Taxonomy 2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy 3) In Practice Concrete recommendations Alignment implementation process

19. [ 19 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Implementation Process 1) Think carefully about: overall goal of course (what students learn to do?) 2) Operationalize these goals and formulate them as SOLO intended learning outcomes 3) Choose carefully the form(s) of assessment (~ intended learning outcomes ) 4) Choose carefully the form(s) of teaching (~ intended learning outcomes ) alignment learning incentivelearning support

20. [ 20 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Concrete Recommendations Intended Learning Outcomes [Genetics 101] After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies, in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria). describe and perform connexion-analysis describe fundamental genetic concepts: (e.g., mutation variation, in-breeding, natural selection). describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously 2) List sub-goals as 'bullets': Clearer than text 1) Use 'standard formulation': a) puts learning focus on the student b) competence formulation: "to be able to" 3) Use 'Verb + Noun' formulation: What the student is expected to do with a given matter. V N V V VV V V V V N N N N 4) Avoid 'understanding-goals': "To understand X", "Be familiar with Y", "Have a notion of Z" ! N

21. [ 21 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Implementation Process 1) Think carefully about: overall goal of course (what students learn to do?) 2) Operationalize these goals and formulate them as SOLO intended learning outcomes 3) Choose carefully the form(s) of assessment (~ intended learning outcomes ) 4) Choose carefully the form(s) of teaching (~ intended learning outcomes ) alignment learning incentivelearning support

22. [ 22 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Teaching/Learning Activities functional knowledge (problem oriented) declarative knowledge (discipline oriented) teacher centric student centric Lecture Project work Exercise class Case teaching

23. [ 23 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Lecture (about Application) Teacher activity: Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question active teacher passive student vs. [ Biggs & Tang 2007, p.137 ] vs.

24. [ 24 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Learn about vs. Learn to do Learning (about): about application about cooking about programming about designing about analysis about construction about relating... Learning (to do): to apply to cook to program to design to analyse to construct to relate... student listening student doing !! vs. (to something about something)

25. [ 25 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Student Activation Average retention rate 5% 10% 20% 30% 50% 75% 80% Lecture Reading Audiovisual Demonstration Discussion group Practice by doing Teaching others [ NTL Institute for Applied Behavioral Science, Bethel, Maine ] passive student active student activation "The (in-famous) Learning Pyramid": Doing: Learning to do Doing: Learning to do Listening: Learning about Listening: Learning about Note: these percentages are "bogus"

26. [ 26 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University  Make explicit ILO's ( )   (…and tell this to students) = ILO's = Teaching Learning Activities Assessment Constructive Alignment vs. ROBERT: extrinsically motivated ROBERT: extrinsically motivated SUSAN: intrinsically motivated SUSAN: intrinsically motivated Intended Learning Outcomes

27. [ 27 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Questions... "What is good teaching?" The Film Cognitive processes Association new ~ old The Book John Biggs "understanding" content  competence Student activation Susan & Robert Teacher models levels 1 - 2 - 3 Course descriptions Constructive Alignment Top Competences 15% programming CS v. NAT v. MAT Students at University My research and teaching 'TLA' Teaching / Learning Activities Tips'n'Tricks ? recite generalize R R' Q The SOLO Taxonomy

28. [ 28 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Now, please: "2-minute recap" Please spend 2' on thinking about and writing down the most important points from the talk – now!: After 1 day After 1 week After 3 weeks After 2 weeks Immediately T

29. [ 29 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Key References ”Teaching for Quality Learning at University” John Biggs & Catherine Tang Society for Research into Higher Education, 2007. McGraw-Hill. ”Evaluating the Quality of Learning: The SOLO Taxonomy” John Biggs & Kevin F. Collis London: Academic Press, 1982 ”Teaching Teaching & Understanding Understanding” Claus Brabrand & Jacob Andersen 19 minute award-winning short-film (DVD) Aarhus University Press, Aarhus University, 2006 "Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics" Claus Brabrand & Bettina Dahl CRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007

30. Thank You! ((( http://www.daimi.au.dk/~brabrand/short-film/ )))http://www.daimi.au.dk/~brabrand/short-film/ Film's homepage:

31. [ 31 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Tips'n'Tricks (activation) Neighbour discussions: Frequent breaks: Post-It exercise:  focus: zoom in  anonymous (!)  swap'able  everyone will engage  empathetic control  shared knowledge pool pulse reader measurements:  more questions (students dare ask them)  better questions (students had a chance to discuss) 1-2 min timeout [Phil Race] Form variation: lecturing blended with in-class activation exercises

32. [ 32 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Tips'n'Tricks (cont'd) "Less-is-more": Use many examples: (build on student pre-knowledge) Explicit structure:  analyze  compare  relate common deadlock, uncommon deadlock, A-synchronization, B- synchronization, hand-shake, multi-party synchronization, multi-party hand-shake, binary semaphores, generalized semaphores, blocking semaphores, recursive locks,... vs. Emphasize depth over breadth (coverage) NEW OLD 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww 1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4. wwwwwww  self evident to you [ teacher ]  not to a learner [ student ] (esp. during learning process)  Student 'recap' at end: after 1 day after 1 week after 3 weeks after 2 weeks now

33. [ 33 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University E.g. course: ”Databases” (at RUC/Roskilde): Note: almost entirely non-operational(!) i.e. measure how?!  obtain knowledge about the structure of database systems;  be familiar with design of databases by use of special notations like E/R and analysis through normalization;  get an overview of the most important database models and a detailed knowledge about the most important model - the relational model as well as the language SQL;  get an overview of database indexing and query processing;  obtain knowledge about application programming for DB systems. Problematic Courses Familiar with ?!

34. [ 34 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Teacher’s intention Student’s activity Exam’s assessment  e.g. - explain - relate - prove - apply e.g. - memorize - describe U NALIGNED C OURSE e.g. - memorize - describe "Dealing with the test"

35. [ 35 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Teacher’s intention Student’s activity Exam’s assessment e.g. - explain - relate - prove - apply A LIGNED C OURSE e.g. - explain - relate - prove - apply e.g. - explain - relate - prove - apply e.g. - explain - relate - prove - apply e.g. - explain - relate - prove - apply

36. [ 36 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Student Motivation  Susan: (”intrinsic motivation”) - wants to…: learn !  Robert: (”extrinsic motivation”) - to…: pass exams !

37. [ 37 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Constructivism  ”Transmission is Dead…” : (lectures = )  Knowledge is… Actively Constructed ! active teacher & passive students ! risk

38. [ 38 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University SOLO Taxonomy  Hierarchy for Competences:  Deep learning (not surface) ! 5: generalize, theorize, predict, … 4: explain, analyze, compare, … 3: describe, combine, classify, … 2: recite, identify, calculate, …

39. [ 39 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Stud Learning Focus  Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’)  Student activitation  learning

40. [ 40 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Alignment  Make explicit ILO’s (Intended Learning Outcomes):   (…and tell this to students) Exam = ILO’s = Teaching

41. [ 41 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Acquisition of Competence Acquisition of competence progresses according to the following stages of learning: 1) Unconscious incompetence 2) Conscious incompetence 3) Conscious competence 4) Unconscious competence 5) Capacity for moving consciously between stages 3) and 4): (which is required by a teacher)

42. [ 42 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University On the Role of Examination Constructive Alignment: A systemic theory (a teaching system w/ cause/effects) A theory of planning (over the course of a course) A theory of motivation (and incentive) From the exam as a...:...to: "Necessary evil" Motivational and learning-guiding pedagogical tool for the teacher(!) application of alignment "The exam does not come after, but before the course!"

43. [ 43 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University Definition: “ Good Teaching ” Definition: Good news (we now know how to do this): Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage! ”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously” -- “Teaching for Quality Learning at University”, John Biggs, 2003

44. [ 44 ] Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University The SOLO Taxonomy (1982) SOLO 1: (Pre-Structural) Here the subject does not have any kind of understanding but uses irrelevant information and/or misses the point altogether. Scattered pieces of information may have been acquired, but they are unorganized, unstructured, and essentially void of actual content or relation to a topic or problem. SOLO 2: (Uni-Structural) The subject can deal with one single aspect and make obvious connections. The subject can use terminology, recite (remember things), perform simple instructions/algorithms, paraphrase, identify, name, count, etc. SOLO 3: (Multi-Structural) At this level the subject can deal with several aspects but these are considered independently; i.e., not in connection with one another. Metaphorically speaking; the subject sees the many trees, but not the forest. He or she is able to enumerate, describe, classify, combine, apply methods, structure, execute procedures, etc. SOLO 4: (Relational) At level four, the subject may understand relations between several aspects and how they might fit together to form a coherent whole. The understanding forms a structure and now he or she sees how the many trees form a forest. A subject at this level may compare, relate, analyze, apply theory, explain in terms of cause and effect, etc. SOLO 5: (Extended Abstract) At this level, which is the highest, the subject may generalize structure beyond what was given, may perceive structure from many different perspectives, and transfer ideas to new areas. He or she may generalize, hypothesize, criticize, theorize, etc.