claus brabrand reykjavik universityseptember 22, 2009 how to make sure your students learn what you...
TRANSCRIPT
Claus Brabrand Reykjavik University September 22, 2009
How to make sure yourstudents learn
what you want them to
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor,IT University of Copenhagen Denmark
Háskólinn í ReykjavíkReykjavik University
Claus Brabrand Reykjavik University September 22, 2009
An Introduction to the Theory & Application of Constructive Alignment
Claus Brabrand((( [email protected] )))((( http://www.itu.dk/people/brabrand/ )))
Associate Professor,IT University of Copenhagen Denmark
Háskólinn í ReykjavíkReykjavik University
[ 4 ]Claus Brabrand Reykjavik University September 22, 2009
Outline
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy
3) Alignment in Practice Concrete recommendations Alignment implementation process
[ 5 ]Claus Brabrand Reykjavik University September 22, 2009
“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:
Note: 3rd Edition now available [J.Biggs & C.Tang, 2009]
[ 6 ]Claus Brabrand Reykjavik University September 22, 2009
"What are the film'smain messages
(in your opinion)"?
Neighbour Discussion:T
[ 7 ]Claus Brabrand Reykjavik University September 22, 2009
Outline
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy
3) Alignment in Practice Concrete recommendations Alignment implementation process
[ 8 ]Claus Brabrand Reykjavik University September 22, 2009
From Content to Competence
My old course descriptions (Concurrency 2004): Given in terms of a 'content description'.
Essentially:
This is a bad ideafor two reasons...!
Goal is…:
To understand: deadlock interference synchronization ...
[ 9 ]Claus Brabrand Reykjavik University September 22, 2009
Goal is…:
To understand: deadlock interference synchronization ...
Problem 1 !
Problem with 'content' as goals ! analyze ...theorize ...
define deadlockdescribe solutions
name solutionsrecite conditons
Stud. C
Stud. A
Stud. B
analyze systemsexplain causes
Censor
Teacher
P.S.: even if it werepossible to agree, we know that the
exam will dictate thelearning anyway.
agreem
ent
analyze systemsexplain causes
tacit kno
wled
ge fro
m a
research-b
ased trad
ition
no
t kno
wn
by stu
den
t
[ 10 ]Claus Brabrand Reykjavik University September 22, 2009
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 ]Claus Brabrand Reykjavik University September 22, 2009
Competence !
'Competence' as goals !
Have the student do something;and then "measure" 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 ]Claus Brabrand Reykjavik University September 22, 2009
Neighbour Discussion
"How does thiscontent vs. competence
relate to YOUR courses?"
T
[ 13 ]Claus Brabrand Reykjavik University September 22, 2009
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 ofnew knowledge
[ 14 ]Claus Brabrand Reykjavik University September 22, 2009
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
QUANTITATIVE QUALITATIVE
R
R'Q
RQRQRQ
[ 15 ]Claus Brabrand Reykjavik University September 22, 2009
SOLO verbs
Mapped by: B. Dahl & C. Brabrand
(Natural science context!)
With help from: 3 Educational research
colleagues (medicine) J. Biggs & C. Tang
[ 16 ]Claus Brabrand Reykjavik University September 22, 2009
Exercise
"Key competences in YOUR course?"
T
Concurrency:
analyze systemscompare models
Concurrency:
analyze systemscompare models
[ 17 ]Claus Brabrand Reykjavik University September 22, 2009
Outline
1) Introduction Constructive Alignment The SOLO Taxonomy
2) From Content to Competence Advocate a shift in perspective Elaborate The SOLO Taxonomy
3) Alignment in Practice Concrete recommendations Alignment implementation process
[ 18 ]Claus Brabrand Reykjavik University September 22, 2009
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
[ 19 ]Claus Brabrand Reykjavik University September 22, 2009
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)
alignmentlearning incentive learning support
Think of teachingactivities as
”training for exam”
[ 20 ]Claus Brabrand Reykjavik University September 22, 2009
My Starting Point
Content description (Concurrency '04+'05):
What is the overall goal of the course...?(i.e., what are the students to learn to do?)
[ 21 ]Claus Brabrand Reykjavik University September 22, 2009
Overall Course Philosophy
Model-Based Design for Concurrency:
[ 22 ]Claus Brabrand Reykjavik University September 22, 2009
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)
alignmentlearning incentive learning support
Think of teachingactivities as
”training for exam”
[ 23 ]Claus Brabrand Reykjavik University September 22, 2009
Intended Learning Outcomes
Model-based design
for Concurrency
.. .
SM
I
#1#2
#3
Intended Learning Outcomes(based on The SOLO Taxonomy):
Note:explicitlyincludedas a non-goal
[ 24 ]Claus Brabrand Reykjavik University September 22, 2009
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)
alignmentlearning incentive learning support
Think of teachingactivities as
”training for exam”
[ 25 ]Claus Brabrand Reykjavik University September 22, 2009
2004 Multiple-Choice assessment: with a bunch of seemingly reasonable questions:
2006 Assessment (~ ILO's): Project (carefully assessing):
construct, apply, relate, implement, ... Multiple-Choice test (carefully assessing):
analyze and compare
MC-test (pre- vs. post-alignment)
Bad
Alignment
Good
Alignment
[ 26 ]Claus Brabrand Reykjavik University September 22, 2009
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)
alignmentlearning incentive learning support
Think of teachingactivities as
”training for exam”
[ 27 ]Claus Brabrand Reykjavik University September 22, 2009
Teaching/Learning Activities
Teaching/Learning Activities (~ ILO's)!!!
Also, generally about moving from:
To:
Teacher-centric activities
Student-centric activities
e.g., lectures, monologues, ...
[ 28 ]Claus Brabrand Reykjavik University September 22, 2009
Questions...
"What is good teaching?"
The Short-Film
Cognitive processes
Association
new ~ old
The Book
John Biggs
"understanding"
content competence
Student activation
Susan & RobertTeacher models
levels 1 - 2 - 3
Course descriptions
Constructive AlignmentTop Competences
15% programming
CS v. NAT v. MAT
Students at University
My researchand teaching
'TLA'Teaching / Learning
Activities
Tips'n'Tricks
?
recitegeneralize
R
R'
Q
The SOLO Taxonomy
[ 29 ]Claus Brabrand Reykjavik University September 22, 2009
Now, please: "2-minute recap"
Please spend 2' on thinking about and writing down the most important points from the talk – now!:
After 1 dayAfter 1 week
After 3 weeksAfter 2 weeks
Immediately
[ 30 ]Claus Brabrand Reykjavik University September 22, 2009
Key References ”Teaching for Quality Learning at University”
John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill.
”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982
”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 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 DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007
Claus Brabrand Reykjavik University September 22, 2009
Thank You!
((( http://www.daimi.au.dk/~brabrand/short-film/ )))
Film's homepage:
[ 32 ]Claus Brabrand Reykjavik University September 22, 2009
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
pu
lse
re
ad
er
me
asu
rem
en
ts:
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
[ 33 ]Claus Brabrand Reykjavik University September 22, 2009
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)
NEWOLD
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 dayafter 1 week
after 3 weeks
after 2 weeks
now
[ 34 ]Claus Brabrand Reykjavik University September 22, 2009
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 ?!
[ 35 ]Claus Brabrand Reykjavik University September 22, 2009
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
e.g.- memorize- describe
UNALIGNED COURSE
e.g.- memorize- describe
"Dealing with the test"
[ 36 ]Claus Brabrand Reykjavik University September 22, 2009
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
ALIGNED COURSE
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
[ 37 ]Claus Brabrand Reykjavik University September 22, 2009
Student Motivation
Susan: (”intrinsic motivation”) - wants to…: learn ! Robert: (”extrinsic motivation”) - to…: pass exams !
[ 38 ]Claus Brabrand Reykjavik University September 22, 2009
Constructivism
”Transmission is Dead…” : (lectures = ) Knowledge is… Actively Constructed !
active teacher &passive students
!
risk
[ 39 ]Claus Brabrand Reykjavik University September 22, 2009
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, …
[ 40 ]Claus Brabrand Reykjavik University September 22, 2009
Stud Learning Focus
Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’) Student activitation learning
[ 41 ]Claus Brabrand Reykjavik University September 22, 2009
Alignment
Make explicit ILO’s (Intended Learning Outcomes):
(…and tell this to students)
Exam = ILO’s = Teaching
[ 42 ]Claus Brabrand Reykjavik University September 22, 2009
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)
[ 43 ]Claus Brabrand Reykjavik University September 22, 2009
On the Role of Examination
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-guidingpedagogical tool for the teacher(!)
applicationof alignment
"The exam does not come after, but before the course!"
[ 44 ]Claus Brabrand Reykjavik University September 22, 2009
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
[ 45 ]Claus Brabrand Reykjavik University September 22, 2009
The BLOOM Taxonomy (1956)
The BLOOM Taxonomy:
Knowledge
Comprehension
Application
Analysis EvaluationSynthesis
Qualitative
Quantitative
SO
LO 4
+5
SO
LO 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)”