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Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
“Department Seminar on Teaching & Learning”
IT University of Copenhagen((( May 28, 2008 )))
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Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
“Intro to Constructive Alignment & The SOLO Taxonomy”
IT University of Copenhagen((( May 28, 2008 )))
– Theory & Practice –
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[ 3 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Morning)
Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy”
From Theory to Practice: “From Content to Competence”
09:15
10:10
--- 15’ break ---
--- 15’ break ---
Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice”
11:05
12:00 Lunch: “One hour lunch break”
Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand
09:00
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[ 4 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Afternoon)
Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice”
Short presentations of Good Examples
13:30
16:10
--- short (10’) break ---
Poster Session (Tour I + Tour II)16:40
18:30 Dinner + Bar: “Dinner + Bar”
Course Descriptions: “Good advice on how to write course descriptions”
13:00
+ short breaks
End Note: by Mads Tofte & Claus Brabrand
18:20
--- short (10’) break ---
+ short break
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[ 5 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Morning)
Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy”
From Theory to Practice: “From Content to Competence”
09:15
10:10
--- 15’ break ---
--- 15’ break ---
Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice”
11:05
12:00 Lunch: “One hour lunch break”
Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand
09:00
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[ 6 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
First: Exercise
Before we start; “Focus exercise”:
1) Write down answer to: "what is good teaching?"2) Swap Post-Its...
T
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[ 7 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
“Teaching for Quality Learning at University
- What the student does”
“Teaching for Quality Learning at University
- What the student does”
Constructive Alignment & SOLO Taxonomy:
Teaching & Learning (theory)
“Teaching Teaching & Understanding Understanding”
“Teaching Teaching & Understanding Understanding”19 minute short-film on Teaching & Learning(available on DVD in 7 languages, epilogue by John Biggs)
John Biggs’ world famous ”Bible of Teaching & Learning”:
(see compendium in your ”registration bag” + paper)
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[ 8 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Exercise
Buzz Session:
1) Discuss w/ neighbour: "which of the messages of the film did you find particularly relevant ?"
2) Write it on a Post-It3) Swap Post-Its…
T
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[ 9 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Alignment
Make explicit ILO’s (Intended Learning Outcomes):
(…and tell this to students)
Exam = ILO’s = Teaching
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[ 10 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Student Motivation
Susan: (”intrinsic motivation”) - wants to…: learn ! Robert: (”extrinsic motivation”) - to…: pass exams !
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[ 11 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Constructivism
”Transmission is Dead…” : (lectures = ) Knowledge is… Actively Constructed !
active teacher &passive students
!
risk
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[ 12 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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, …
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[ 13 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Stud Learning Focus
Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’) Student activitation learning
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Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Break (until 10:10)
Please put the Post-Its on the wall
"What is good teaching?" “Film message(s)?"
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[ 15 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Morning)
Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy”
From Theory to Practice: “From Content to Competence”
09:15
10:10
--- 15’ break ---
--- 15’ break ---
Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice”
11:05
12:00 Lunch: “One hour lunch break”
Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand
09:00
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[ 16 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
From Content to Competence: ”advocate a shift in perspective”
From Theory to Practice…
Elaborate on SOLO (for Competences): ”advocate SOLO for competences”
New Danish Grade Scale: ”show relation to new grade scale”
1
2
3
How to write Course Descriptions: ”concrete advice”
--- After lunch: ---
AFTERLUNCH
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[ 17 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
From Content to Competence
“Old way”: my ‘2004 Concurrency’ course descr: Given in terms of a 'content description':
Essentially:
This is a bad ideafor 2 reasons...!
Goal is...:
To understand: deadlock interference synchronization ...
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[ 18 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
1) Problem with 'content' as aim
Problem with 'content‘ as learning goals ?!?
Goal is…:
To understand: deadlock interference synchronization ...
analyze ...theorize ...
define deadlockdescribe solutions
name solutionsrecite conditons
Stud. C
Stud. A
Stud. B
analyze systemsexplain causes
Censor
Teacher
BUT, even if it werepossible to agree, we know that the
exam will dictate thelearning anyways.
agreement
analyze systemsexplain causes
tacit knowledge
from research-based tradition
(not known by stud.)
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[ 19 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
2) Problem with 'understanding'
Problem with 'understanding'as learning goal ?!?
The answer is simple:
concept of deadlock ?!
Goal is…:
To understand: deadlock interference synchronization ...
It cannot be measured (!)
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[ 20 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
'Competence' as objectives !
'Competence' as learning objectives ! Evaluation = Have the student do something,
and then measure product and/or process
'SOLO' = Structure of the Observed Learning Outcome
Note': inherently operational (~ verbs)
Objective !
To learn 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
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[ 21 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Neighbour Discussion
Discuss with neighbour:"does this make sense ?!?" (content competence)
T
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[ 22 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
From Content to Competence: ”advocate a shift in perspective”
From Theory to Practice…
Elaborate on SOLO (for Competences): ”advocate SOLO for competences”
New Danish Grade Scale: ”relation to new grade scale”
1
2
3
How to write Course Descriptions: ”concrete advice”
--- After lunch: ---
AFTERLUNCH
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[ 23 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Advantages of 'SOLO'
Advantages of 'SOLO': Constructed for research-based university teaching Converges on research (at SOLO 5)
SOLO 1 no understanding irrelevant information misses point ...
SOLO 2
SOLO 3
SOLO 4
SOLO 5
"pre-structural"
to identify to do procedure to recite ...
"uni-structural"
to classify to combine to enumerate ...
"multi-structural"
to relate to compare to analyze ...
"relational"
to generalize to hypothesize to theorize ...
"extended abstract" Production of new knowledge
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[ 24 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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
RQR2
R3
R1
Q
RQ
RQ
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[ 25 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Post-It exercise
Write down 1-2 key competences (i.e., verbs)
(for your course)
T
Concurrency:
analyze for deadlock
compare models
Concurrency:
analyze for deadlock
compare models
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[ 26 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
From Content to Competence: ”advocate a shift in perspective”
From Theory to Practice…
Elaborate on SOLO (for Competences): ”advocate SOLO for competences”
New Danish Grade Scale: ”relation to new grade scale”
1
2
3
How to write Course Descriptions: ”concrete advice”
--- After lunch: ---
AFTERLUNCH
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[ 27 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
“The Danish 7 Step Scale”
Unacceptable-3 For a performance which is unacceptable in all respects F
Inadequate00 For an insufficient performance which does not meet the course objectives Fx
Adequate02 For a sufficient performance which barely meets the course objectives E
Fair4For a fair performance which adequately meets the course objectives but also displays several major weaknesses D
Good7 For a good performance which meets the course objectives but also displays some weaknesses C
Very good10 For a very good performance which meets the course objectives, with only minor weaknesses B
Excellent 12 For an excellent performance which completely meets the course objectives, with no or only a few insignificant weaknesses . A
Grade := Degree of realization
of course objectives!
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[ 28 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Intended Learning Outcomes !
Consequence: Every course has to explicitly define…:
Intended Learning Outcomes (!)
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Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Break (until 11:05)
“Key competences for your course”?
Please put the Post-Its on the wall
After break:Heterogeneous group exercise(meet here for instructions)
Concurrency:
analyze for deadlock
compare models
Concurrency:
analyze for deadlock
compare models
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[ 30 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Morning)
Introduction to Teaching & Learning: “Constructive Alignment & The SOLO Taxonomy”
From Theory to Practice: “From Content to Competence”
09:15
10:10
--- 15’ break ---
--- 15’ break ---
Group Exercise (“heterogeneous groups”): “Discussion of Theory in Practice”
11:05
12:00 Lunch: “One hour lunch break”
Welcome & Presentation of Programme: by Mads Tofte & Claus Brabrand
09:00
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[ 31 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Discuss how ‘main messages’of the film relate to your ownteaching (either given/received)
Group Exercise
Group Exercise (in ”heterogeneous groups”):
TNote: Groups arein the programme
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Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
LUNCH!
We resume here at 13:00
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[ 33 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Afternoon)
Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice”
Short presentations of Good Examples
13:30
16:10
--- short (10’) break ---
Poster Session (Tour I + Tour II)16:40
18:30 Dinner + Bar: “Dinner + Bar”
Course Descriptions: “Good advice” & “How to…”
13:00
+ short breaks
End Note: by Mads Tofte & Claus Brabrand
18:20
--- short (10’) break ---
+ short break
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[ 34 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Example: Genetics 101 (at AU)
Old course description:
New course description:
Purpose:To give the students a basic understanding of the fundamental laws of genetics and populational genetics and elementary knowledge of …:Content:- evolution, selection, mutation, variation, in-breeding, equibrilia, recombinations, …
After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations: (eg, recombination frequencies, evolutionary equilibria, ..) describe and perform connexion-analysis describe fundamental genetic concepts: (e.g., mutation, variation, selection, …) describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously
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[ 35 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Concrete Recommendations (4x)
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
N
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[ 36 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Old course description:
New course description:After the course, the students are expected to be able to:
describe the meaning of a wide range of programming constructsexplain fundamental concepts, techniques, and results within semantics (…)analyze the meaning of a wide range of programming constructscompare semantic descriptionsreason about semantic descriptionsprove consequences of semantic descriptionsimplement semantic descriptions (in familiar programming languages)
Another Example: Semantics
Purpose:To give the students an understanding of :- transition systems, big-step vs. small-step semantics, side-effects, laziness, termination, types, static semantics, dynamic semantics, equivalence, bisimulation, environment-store-model, and structural induction.
Applicable to all courses:
”Quantum Mechanics 101”
”Aesthetics & History of Dancing”
”Migration Patterns of Flock Birds”
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[ 37 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Alignment Implementation Process
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignmentlearning incentive learning support
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[ 38 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Starting Point
Content description (Concurrency '04+'05):
What is the overall goal of the course...?(what are the students to learn)
“think big picture”
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[ 39 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Overall Course Philosophy
Example: ‘Concurrency’ Philosophy: “Model-Based Design for Concurrency”:
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[ 40 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Implementation Process
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignment
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[ 41 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Learning Goals
Model-based design
for Concurrency
.. .
SM
I
#1#2
#3
Intended Learning Outcomes(based on The SOLO Taxonomy):
Note:explicitlyincludedas a non-goal
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[ 42 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Alignment Impl.
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignmentlearning incentive
ILO’s: construct models apply methods relate specsmodels test models define properties verify models~props analyze models compare models implement models relate models~impl
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[ 43 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
On the Role of the Exam
Exam is a "necessary evil"
Exam is a powerful motivational & learning-guiding pedagogical tool (for the teacher) !!!
“Conceptual change”
"To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning"
-- John Biggs (2003)
From:
To:
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[ 44 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Alignment Impl.
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignmentlearning support
ILO’s: construct models apply methods relate specsmodels test models define properties verify models~props analyze models compare models implement models relate models~impl
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[ 45 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Questions?
"What is good teaching?"
R’
xR
R’’
x
The Short-Film
Cognition structures
The SOLO Taxonomy
Association
new ~ old
analyzeexplain
'The Book'
John Biggs
"understanding"
content competence
Student activation
Student models
Susan & RobertTeacher models
levels 1 - 2 - 3
Intended learning outcomes (ILO)
Constructive AlignmentExam
SatisfactionExperiences
Pre vs. Post
Students at Uni
Model-based designfor Concurrency
. ..
My researchand teaching
'TLA'Teaching/Learning Activities
Tips'n'Tricks ???
S M
I
?
SOLO Analyses
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[ 46 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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
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[ 47 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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
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[ 48 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Now, please: "3-minute recap"
Please spend 3' 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
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[ 49 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Afternoon)
Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice”
Short presentations of Good Examples
13:30
16:10
--- short (10’) break ---
Poster Session (Tour I + Tour II)16:40
18:30 Dinner + Bar: “Dinner + Bar”
Course Descriptions: “Good advice” & “How to…”
13:00
+ short breaks
End Note: by Mads Tofte & Claus Brabrand
18:20
--- short (10’) break ---
+ short break
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[ 50 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Common SOLO Competences
From a study of632x courses at NAT/(AU+SDU)
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[ 51 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Group Exercise
Group Exercise (in ”homogeneous groups”):
Rewrite course description (for “your group’s course”) &incorporate recommendations
(Anna will distribute ’old course descriptions’ for your convenience)
T
Do NOT (under ANY circumstances) [in fact ever] use the verbs: to ’understand’ … to ’know’ … to ’be familiar with’ … to ’have a notion of’ …
internal cognitive structure ! non-operational ! cannot be measured !
Note: Groups arein the programme
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[ 52 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Object-Oriented Prog. – IntroAfter the course, the student is expected to be able to™: relate a given Java model to the real world phenomena that it models explain, use, and combine in programming: variables, types,
expressions, loops, … design and implement class hierarchies using single inheritance
comprising 3-5 classes. design and implement programs on the order of 500 lines of Java code. use and design generic classes and generic methods. explain and use recursive methods. construct classes that implement a given Java interface. identify and use packages. construct classes that adhere to given class invariants. describe and reason about simple class invariants. explain which methods are being called during execution of a given
program. explain the memory evolution during execution of programs. compare expected execution times (of simple algorithms).
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[ 53 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Digital Culture
After the course, the student is expected to be able to: explain the use of the concept of culture in a digital context relate new media culture to a broader historical context apply the concepts introduced on the course in a critical analysis of
cultural og social phenomena related to the use of the internet and information technology in everyday life
reflect on different methodological perspectives on the study of digital culture and be able to select and then use them in their own practice
use and compare relevant sociological and cultural theories on a broad selection of topics within the areas of online media, digital culture and digital communication
independently identify and formulate a current and original problem/question related to the use of IT and digital communication, choose a relevant method to apply in the study, hypothesise the expected results, and finally discuss and perspectivate the actual results of the study in the final assignment
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[ 54 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Agenda (Afternoon)
Main Group Exercise (“homogeneous groups”): “Application of Theory in Practice”
Short presentations of Good Examples
13:30
16:10
--- short (10’) break ---
Poster Session (Tour I + Tour II)16:40
18:30 Dinner + Bar: “Dinner + Bar”
Course Descriptions: “Good advice” & “How to…”
13:00
+ short breaks
End Note: by Mads Tofte & Claus Brabrand
18:20
--- short (10’) break ---
+ short break
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[ 55 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Key References ”Teaching for Quality Learning at University (what the student does)”
John BiggsThe Society for Higher Education and Open University Press, 2003(Note: 3rd edition available)
”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Faculty of Science, University of Aarhus, Denmark
”Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics”Claus Brabrand & Bettina DahlKeynote Paper for Koli 2007 Conf. on Computing Education ResearchKoli National Park, Finland
”Evaluating the Quality of Learning: The SOLO Taxonomy”John B. Biggs & Kevin F. CollisNew York: Academic Press, 1982
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Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Thank You!
((( http://www.daimi.au.dk/~brabrand/short-film/ )))
Film's homepage:
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Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
BONUS SLIDES
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[ 58 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
The New Danish Grade Scale
ECTSSCALE
A, B, C, D, E, Fx, F
...
4 steps
8 steps
10 steps
21 steps
...
4 steps
8 steps
10 steps
21 steps
7 steps:
...
... ...
Conversion (between EU countries):
Problems (comparability ~ EU nations): Information loss (10 steps 7 steps):
(13,11) A; (9,8) C; …
The “13” (“exception grade”); doesn’t exist in other scales! Some places only access if you have top grade (~ 13)
…and a number of other motivations
pigeon hole principle
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[ 59 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
The New Danish Grade Scale-- ++
passed
A: 10%B: 25%C: 30%D: 25%E: 10%
ECTS Scale
10% 25% 30% 25% 10%
Not passed
0(minimum)
100(maximum)
Degree of realization of course objectives
22,5(interval-mid)
50(interval-mid)
77,5(interval-mid)
Divide by 10& round off
0 102 5 8
-2-5
Symmetric transplacement
02 124 7 10
00-3
Avoid using “negative grades”
Add 2
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[ 60 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Grading ?
Unacceptable-3 For a performance which is unacceptable in all respects F
Inadequate00 For an insufficient performance which does not meet the course objectives
Fx
Adequate02 For a sufficient performance which barely meets the course objectives
E
Fair4 For a fair performance which adequately meets the course objectives but also displays several major weaknesses
D
Good7 For a good performance which meets the course objectives
but also displays some weaknesses C
Very good10 For a very good performance which meets the course objectives, with only minor weaknesses
B
Excellent12 For an excellent performance which completely meets the courseobjectives, with no or only a few insignificant weaknesses.
A
Learning GoalsAfter the course, the students are expected to be able to:
locate genes on chromosomes do simple calculations: (e.g., …). describe and perform …-analysis describe fundamental genetic concepts describe and analyze … inheritancies analyze inheritance of multiple genes …
§10: Grade = degree of realization of course objectives (overall evaluation) §9: Absolute grading only (i.e., no relative grading)
Karaktergivning:12 = 'Udtømmende' 10 = 'Omfattende' (med nogle mindre væsentlige mangler) 7 = 'Omfattende' (med en del mangler)osv... ...set gennem en forskers øjne (forsknings-baseret undervisning)
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[ 61 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
”Top 10 Competences”
”Top 10 Competences” for: Computer Science vs. Natural Science (= PHYS+CHEM+BIO+MOL.BIO) vs. Mathematics
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[ 62 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
Notes on Skill Acquisition
From the world of psychoanalysis: Skill acquisition 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.: [ required by a teacher ]
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[ 63 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
A taxonomy / language for teaching impersonalizes teaching
Emotional detachment (aka. “dissociation”) The teacher is good/bad
identity: good/bad teacher The methods are good/bad
behavior: good/bad method knowledge: good/bad method
With dissociation: more capable of dealing with critique better to listen
to constructive advice (…just like with our research)
Impersonalization
identitymoralknowledgebehavior
“Neutological levels”
[model of the mind, “NLP”]
ethics
experience
reactions
convictions
capabilities
interaction
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[ 64 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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"
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[ 65 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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
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[ 66 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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
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[ 67 ]Claus Brabrand “Department Seminar on Teaching & Learning” May 28, 2008
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)”