November 6, 1998 FIE Articulation Matrix Workshop 3
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, 1998 FIE Articulation Matrix Workshop 5
When You Leave Tonight
• Tyler, Bloom, and Krathwohl,• Cognitive and Affective
Domains,• Learning Objectives,• The Articulation Matrix,
You should know about:
November 6, 1998 FIE Articulation Matrix Workshop 6
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, 1998 FIE Articulation Matrix Workshop 7
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:
November 6, 1998 FIE Articulation Matrix Workshop
‘Focus on Facilitator’ SignalThe 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, 1998 FIE Articulation Matrix Workshop 9
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, 1998 FIE Articulation Matrix Workshop 10
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, 1998 FIE Articulation Matrix Workshop 11
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, 1998 FIE Articulation Matrix Workshop 12
Ralph Tyler’ Questions1 What are the educational
objectives?2 What learning experiences
should be provided?3 How should the experiences
be organized?4 How can you determine if
objectives are obtained?
November 6, 1998 FIE Articulation Matrix Workshop 13
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, 1998 FIE Articulation Matrix Workshop 14
Benjamin Bloom - Who is He?
• School of Education, University of Chicago
• Edited Taxonomy of Educational Objectives - Book 1 Cognitive Domain (1956)
November 6, 1998 FIE Articulation Matrix Workshop 15
• Cognitive Domain ( thinking aspects )– Knowledge
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation
Bloom’s Taxonomy (1956)
incr
easi
ng
th
inki
ng
ski
ll
November 6, 1998 FIE Articulation Matrix Workshop 16
• Affective Domain ( feeling aspects )– Receiving
– Responding
– Valuing
– Organization
– Characterization by a Value or Value Complex
Krathwohl’s Taxonomy (1964)
November 6, 1998 FIE Articulation Matrix Workshop 17
In the 1990’s
• David Langford renamed Bloom’s taxonomy as Levels of Learning (LoL)
• Bellamy & McNeill modified Langford’s work for engineering
Instructor
LoL & DoI JigsawIndividual
ExpertGroups
Workshop TeamsTime
BeforeSession
Reading from Workshop Workbook
ReadingInstructions
Assemble in Groups of 5
Educate the Non-experts15 min
15 min
Discuss & Complete
The LoL & DoI Characterization
Table
JigsawInstructions
Assemble in Workshop
Teams
8 min
Slide 7.19
November 6, 1998 FIE Articulation Matrix Workshop 20
Becoming an ‘Expert’ Task
Complete the Level of Learning & Degree of Internalization Characterization Table
Follow the instructions at the top of the Table.
November 6, 1998 FIE Articulation Matrix Workshop 21
Becoming an ‘Expert’ (15 min)As you fill in the Table: discuss the characteristics of a
work product that would demonstrate your LoL (or DoI).
discuss the unique, extra characteristics of your LoL (DoI) that distinguish it from the LoL (DoI) just below your table’s LoL (DoI).
November 6, 1998 FIE Articulation Matrix Workshop 22
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, 1998 FIE Articulation Matrix Workshop 23
Teaching Your Colleagues (20 min)• Starting with Knowledge LoL each
Expert has two minutes to:1 explain the characteristics of their LoL2 explain what is added to (i.e.,
distinguishes) their LoL from the LoL just below
3 enter the expert’s comments in your LoL Definition Table
• Repeat steps 1 to 3 until all LoL’s & DoI’s are done
November 6, 1998 FIE Articulation Matrix Workshop 24
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, 1998 FIE Articulation Matrix Workshop 25
Practice Assessment (10 min)1 Locate the Work Product Assessment
Template Template that has been completed for the first solution and discuss
2 Using a blank Work Product Assessment Template, half the table is to assess the 2nd solution and half the 3rd solution
November 6, 1998 FIE Articulation Matrix Workshop 26
Practice Assessment (5 min)
3 Confirm that your reasons are consistent with the distinctions your team developed in the Definition Table
4 Discuss the results of these two assessments
November 6, 1998 FIE Articulation Matrix Workshop 27
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, 1998 FIE Articulation Matrix Workshop 28
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, 1998 FIE Articulation Matrix Workshop 29
Learning Objectives (revised)
Master integration by parts at the–comprehension LoL–analysis LoL –synthesis LoL
November 6, 1998 FIE Articulation Matrix Workshop 30
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, 1998 FIE Articulation Matrix Workshop 31
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, 1998 FIE Articulation Matrix Workshop 32
Defining a Course (Tyler)
1 Define the educational objectives (competency & LoL)
2 Define learning experiences
3 Organize learning experiences
4 Analyze proposed course
November 6, 1998 FIE Articulation Matrix Workshop 33
Defining a Course (Tyler)
1 Define the educational objectives (competency & LoL)
2 Define learning experiences
3 Organize learning experiences
4 Analyze proposed course
November 6, 1998 FIE Articulation Matrix Workshop 34
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
November 6, 1998 FIE Articulation Matrix Workshop
Skeleton Course Articulation Matrix (CAM)
Learning Objectives Leve
l of L
earn
ing
Cou
rse
Act
iviti
es
Level of Learning Legend K C AKnowledge Comprehension Application
November 6, 1998 FIE Articulation Matrix Workshop
Learning Objectives Lev
el o
f L
earn
ing
Co
urs
e A
ctiv
itie
s
1. Engineering Design Process1.1 formulating the problem1.2 solving a problem1.3 implementing a solution1.4 documenting the process
1.5 using engineering/physical principles
1.6 using quality principles
2 Working in Teams
2.1 team dynamics2.2 team communication
Level of Learning Legend K C AKnowledge Comprehension Application
Partial CAM For ECE 100
November 6, 1998 FIE Articulation Matrix Workshop
Learning Objectives Lev
el o
f L
earn
ing
Co
urs
e A
cti
viti
es
1. Engineering Design Process A
1.1 formulating the problem A1.2 solving a problem A1.3 implementing a solution A1.4 documenting the process A
1.5 using engineering/physical principles
K
1.6 using quality principles A
2 Working in Teams C
2.1 team dynamics C2.2 team communication C
Level of Learning Legend K C AKnowledge Comprehension Application
Partial CAM For ECE 100
November 6, 1998 FIE Articulation Matrix Workshop
Learning Objectives Level o
f L
earn
ing
Co
urs
e A
cti
vit
ies
In C
las
s A
cti
vit
ies
ta
ke q
uiz
zes/
exa
ms
be
fore
cla
ss
act
ive
lea
rnin
g e
xerc
ise
s
co
nst
ruct
ma
the
ma
tica
l mo
de
ls
ora
lly r
ep
ort
to p
ee
rs a
nd
cla
ss
pe
er
ass
ess
de
sig
n n
ote
bo
oks
wo
rk o
n d
esi
gn
pro
ject
s
wa
tch
ma
nu
fact
urin
g/o
the
r vi
de
os
lis
ten
to b
rief l
ect
ure
s
Ou
t o
f C
las
s A
cti
vit
ies
re
ad
an
d s
um
ma
rize
text
bo
oks
co
nst
ruct
mo
de
l ba
sed
on
ge
om
ety
Pro
jec
ts d
isse
ct a
nd
re
ass
em
ble
art
ifact
de
velo
p a
n a
sse
mb
ly p
lan
(p
roce
ss)
de
sig
n, b
uild
, an
d te
st a
de
vice
de
mo
nst
rate
de
sig
n
1. Engineering Design Process A
1.1 formulating the problem A1.2 solving a problem A1.3 implementing a solution A1.4 documenting the process A
1.5 using engineering/physical principles
K
1.6 using quality principles A
2 Working in Teams C
2.1 team dynamics C2.2 team communication C
Level of Learning Legend K C AKnowledge Comprehension Application
Partial CAM For ECE 100
November 6, 1998 FIE Articulation Matrix Workshop
Partial CAM For ECE 100
Learning Objectives Lev
el o
f L
earn
ing
Co
urs
e A
cti
vit
ies
In C
las
s A
cti
vit
ies
ta
ke q
uiz
zes/
exa
ms
be
fore
cla
ss
act
ive
lea
rnin
g e
xerc
ise
s
co
nst
ruct
ma
the
ma
tica
l mo
de
ls
ora
lly r
ep
ort
to p
ee
rs a
nd
cla
ss
pe
er
ass
ess
de
sig
n n
ote
bo
oks
wo
rk o
n d
esi
gn
pro
ject
s
wa
tch
ma
nu
fact
urin
g/o
the
r vi
de
os
lis
ten
to b
rief l
ect
ure
s
Ou
t o
f C
las
s A
cti
vit
ies
re
ad
an
d s
um
ma
rize
text
bo
oks
co
nst
ruct
mo
de
l ba
sed
on
ge
om
ety
Pro
jec
ts d
isse
ct a
nd
re
ass
em
ble
art
ifact
de
velo
p a
n a
sse
mb
ly p
lan
(p
roce
ss)
de
sig
n, b
uild
, an
d te
st a
de
vice
de
mo
nst
rate
de
sig
n
1. Engineering Design Process A1.1 formulating the problem A C1.2 solving a problem A C1.3 implementing a solution A C1.4 documenting the process A C
1.5 using engineering/physical principles
K
1.6 using quality principles A C
2 Working in Teams C
2.1 team dynamics C C2.2 team communication C C
Level of Learning Legend K C AKnowledge Comprehension Application
November 6, 1998 FIE Articulation Matrix Workshop
Part Of CAM For ECE 100
Learning Objectives Level o
f L
earn
ing
Co
urs
e A
cti
vit
ies
In C
las
s A
cti
vit
ies
ta
ke q
uiz
zes/
exa
ms
be
fore
cla
ss
act
ive
lea
rnin
g e
xerc
ise
s
co
nstr
uct
ma
the
ma
tica
l mo
de
ls
ora
lly r
ep
ort
to p
ee
rs a
nd
cla
ss
pe
er
ass
ess
de
sig
n n
ote
bo
oks
wo
rk o
n d
esi
gn
pro
ject
s
wa
tch
ma
nu
fact
urin
g/o
the
r vid
eo
s
lis
ten
to b
rief l
ectu
res
Ou
t o
f C
las
s A
cti
vit
ies
re
ad
an
d s
um
ma
rize
text
bo
oks
co
nstr
uct
mo
de
l ba
sed
on
ge
om
ety
Pro
jec
ts
dis
sect
an
d r
ea
sse
mb
le a
rtifa
ct
de
velo
p a
n a
sse
mb
ly p
lan
(p
roce
ss)
de
sig
n, b
uild
, an
d te
st a
de
vic
e
de
mo
nst
rate
de
sig
n
1. Engineering Design Process A
1.1 formulating the problem A K C C C K K C C A A1.2 solving a problem A K C C C K K C C A A1.3 implementing a solution A K C C C K K C C A A1.4 documenting the process A K C C C K K C C A A
1.5 using engineering/physical principles
K K
1.6 using quality principles A K C C C K K C C A A
2 Working in Teams C
2.1 team dynamics C K C C K K C2.2 team communication C K C C K K C
Level of Learning Legend K C AKnowledge Comprehension Application
Back to Organize Back to Analyze
November 6, 1998 FIE Articulation Matrix Workshop 41
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, 1998 FIE Articulation Matrix Workshop 42
Defining a Course (Tyler)
1 Define the educational objectives (competency & LoL)
2 Define learning experiences
3 Organize learning experiences
4 Analyze proposed course
November 6, 1998 FIE Articulation Matrix Workshop 43
Your Task (5 minutes)
Using the articulation matrix the team has created establish the order of the learning experiences
November 6, 1998 FIE Articulation Matrix Workshop 44
Defining a Course (Tyler)
1 Define the educational objectives (competency & LoL)
2 Define learning experiences
3 Organize learning experiences
4 Analyze proposed course
November 6, 1998 FIE Articulation Matrix Workshop 45
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, 1998 FIE Articulation Matrix Workshop 46
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, 1998 FIE Articulation Matrix Workshop 47
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, 1998 FIE Articulation Matrix Workshop 48
Break
Be back ready to work in 5 minutes
November 6, 1998 FIE Articulation Matrix Workshop 49
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, 1998 FIE Articulation Matrix Workshop 50
Defining a Curriculum (Tyler)
1 Define the curricular educational objectives (competency & LoL)
2 Select the courses
3 Organize the courses
4 Analyze proposed curriculum
November 6, 1998 FIE Articulation Matrix Workshop 51
Competencies Le
ve
l o
f L
ea
rnin
g (
in)
Le
ve
l o
f L
ea
rnin
g (
ou
t)
Draft ME Articulation Matrix
November 6, 1998 FIE Articulation Matrix Workshop 52
Competencies Le
ve
l o
f L
ea
rnin
g (
in)
Le
ve
l o
f L
ea
rnin
g (
ou
t)1 Technical Competency1.1 Fund Math & Science K Ap
1.1.1 calculus U Ap1.1.2 physics K Ap1.1.3 chemistry K Ap
1.2 Modeling U S1.2.1 dynamics C S1.2.2 materials U S1.2.3 energy & momentum K S1.2.4 experimental U An
1.3 Fundamental Tools U Ap1.3.1 spreadsheets U S1.3.2 CAD U1.3.3 programming lang. U1.3.4 using tools U Ap
2 Product Realization2.1 Clarification of Task U Ap
2.1.1 define the problem U Ap2.1.2 customer needs U Ap
Draft ME Articulation Matrix
November 6, 1998 FIE Articulation Matrix Workshop 53
Competencies Le
ve
l o
f L
ea
rnin
g (
in)
Le
ve
l o
f L
ea
rnin
g (
ou
t)E
nglis
h 10
1 &
102
Gen
eral
Stu
dies
Eco
n 11
1 or
112
Che
mis
try
114
Phy
sics
121
& 1
31P
hysi
cs L
ab 1
22 &
132
Mod
ern
Phy
sics
361
Cal
culu
s 27
0, 2
71 &
272
DifE
Q M
ath
274
Line
ar A
lgeb
ra M
at 2
42In
tro
to E
ngr
EC
E 1
00S
tatic
s E
CE
210
Ele
c N
twks
EC
E 3
01D
ynam
ics
EC
E 3
12In
term
Dsg
n E
CE
300
Intr
o D
ef S
olid
s E
CE
313
The
rmo
EC
E 3
40S
truc
t/P
rop
Mat
ls E
CE
350
Num
Ana
ly E
CE
384
PD
E E
CE
386
Ran
d S
ig A
nal E
EE
350
Dyn
Sys
/Con
tr M
AE
317
Dyn
Sys
/Con
tr L
ab M
AE
318
Flu
id M
ech
MA
E 3
71H
eat
Tra
ns M
AE
388
Mec
h of
Mat
ls M
AE
422
Pri
of D
es M
AE
441
Eng
Dsg
n M
AE
443
Exp
Mec
h E
ngr
MA
E 4
91P
ro/D
es/D
ev M
AE
490
Tec
hnic
al E
lect
ives
1 Technical Competency1.1 Fund Math & Science K Ap
1.1.1 calculus U Ap1.1.2 physics K Ap1.1.3 chemistry K Ap
1.2 Modeling U S1.2.1 dynamics C S1.2.2 materials U S1.2.3 energy & momentum K S1.2.4 experimental U An
1.3 Fundamental Tools U Ap1.3.1 spreadsheets U S1.3.2 CAD U1.3.3 programming lang. U1.3.4 using tools U Ap
2 Product Realization2.1 Clarification of Task U Ap
2.1.1 define the problem U Ap2.1.2 customer needs U Ap
Draft ME Articulation Matrix
November 6, 1998 FIE Articulation Matrix Workshop 54
Competencies Le
ve
l o
f L
ea
rnin
g (
in)
Le
ve
l o
f L
ea
rnin
g (
ou
t)E
nglis
h 10
1 &
102
Gen
eral
Stu
dies
Eco
n 11
1 or
112
Che
mis
try
114
Phy
sics
121
& 1
31P
hysi
cs L
ab 1
22 &
132
Mod
ern
Phy
sics
361
Cal
culu
s 27
0, 2
71 &
272
DifE
Q M
ath
274
Line
ar A
lgeb
ra M
at 2
42In
tro
to E
ngr
EC
E 1
00S
tatic
s E
CE
210
Ele
c N
twks
EC
E 3
01D
ynam
ics
EC
E 3
12In
term
Dsg
n E
CE
300
Intr
o D
ef S
olid
s E
CE
313
The
rmo
EC
E 3
40S
truc
t/P
rop
Mat
ls E
CE
350
Num
Ana
ly E
CE
384
PD
E E
CE
386
Ran
d S
ig A
nal E
EE
350
Dyn
Sys
/Con
tr M
AE
317
Dyn
Sys
/Con
tr L
ab M
AE
318
Flu
id M
ech
MA
E 3
71H
eat
Tra
ns M
AE
388
Mec
h of
Mat
ls M
AE
422
Pri
of D
es M
AE
441
Eng
Dsg
n M
AE
443
Exp
Mec
h E
ngr
MA
E 4
91P
ro/D
es/D
ev M
AE
490
Tec
hnic
al E
lect
ives
1 Technical Competency1.1 Fund Math & Science K Ap
1.1.1 calculus U Ap C C C Ap Ap Ap Ap C Ap Ap Ap Ap1.1.2 physics K Ap C Ap Ap Ap Ap Ap Ap1.1.3 chemistry K Ap C Ap
1.2 Modeling U S1.2.1 dynamics C S K C C C An S1.2.2 materials U S K C C C An Ap S1.2.3 energy & momentum K S K C C Ap S An1.2.4 experimental U An K K K K C C C Ap Ap An
1.3 Fundamental Tools U Ap1.3.1 spreadsheets U S Ap1.3.2 CAD U1.3.3 programming lang. U1.3.4 using tools U Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap Ap
2 Product Realization2.1 Clarification of Task U Ap
2.1.1 define the problem U Ap C Ap Ap Ap Ap2.1.2 customer needs U Ap K C Ap Ap
Draft ME Articulation Matrix
November 6, 1998 FIE Articulation Matrix Workshop 56
Wrap Up Question
In your groups discuss the following question and be prepared to report on your discussionsWhat is the relationship between the curriculum and course competency matrices?
November 6, 1998 FIE Articulation Matrix Workshop 57
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, 1998 FIE Articulation Matrix Workshop 58
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, 1998 FIE Articulation Matrix Workshop 59
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, 1998 FIE Articulation Matrix Workshop 60
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, 1998 FIE Articulation Matrix Workshop 62
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 (http://chmsr.isye.gatech.edu) 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