Posts Tagged ‘learning objectives’

01
Feb
2021

measuring learning outcomes

categories: learning, online learning, teaching

https://www.facebook.com/groups/onlinelearningcollective/permalink/746716582625709/

a discussion from the Higher Ed Learning Collective:

Dina Borysenko
In my teaching career I worked at two colleges in Wisconsin. One public and one private. Both have Learning outcomes for each course, program/major outcomes for each major, and Institutional outcomes for the college (aka Employable skills, Career essentials, or Abilities).
Recently a friend of mine started teaching an online class at the University in a different state, and she kept asking them to give her learning outcomes for the course. After some back and forth emails it turned out that this other state university doesn’t have them.
It blew my mind 🤯, how do they know what the scope and depth of teaching should be in that course? How do they get their accreditation?
I am curious to know if it is just in Wisconsin or selected states/countries that it is a common practice to have outcomes? Also how do you teach without them?

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Debra Meyers
Go to the AACU Value Rubric website and adopt several of the outcomes for the course.
https://www.aacu.org/value-rubrics

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Patty Smith
We have LOs over here in MN.
My guess is that they’re buried deep in some filing cabinet in your friend’s university and most folks just ignore them.
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Barth Cox
Usually the instructor is required to create the outcomes for the class, but they are usually based on meta-outcomes from the department. That’s how it has been at all institutions I have worked at. With that said, I have worked with colleagues, full professors with Ph.D.s that didn’t understand the principle of learning outcomes, and unless forced to put them in the syllabus, they either would not do it on their own or when having them, would not follow them. And forgot about triangulation of LO to activities and assessments.
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Melissa Hughes
Accreditors look for program LOs but not at course level. (We learned this after a faculty member was fired for pushing back on LOs on the syllabus, and when the Uni said “SACS requirements”, SACS responded w/“um no, not really…”) Since then, we’ve collected data as part of our assessment plan & can say w/confidence that students don’t read them…
10
Aug
2018

metaliterate learning

categories: Digital literacy, social media

Metaliterate Learning for the Post-Truth World to be Published this Fall!

definition:

Metaliteracy is a pedagogical model for ensuring that learners successfully participate in collaborative information environments, including social media and online communities.

Metaliteracy supports reflective learning through metacognitive thinking, the ethical production of new knowledge, the critical consumption of information, and the responsible sharing of verifiable content across media platforms. Through metaliteracy, learners are envisioned as teachers in collaborative social spaces. This book examines the newest version of the Metaliteracy Goals and Learning Objectives, including the four domains of metaliterate learning.

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more on metaliteraices in this IMS blog
https://blog.stcloudstate.edu/ims?s=metaliteracies

11
May
2014

The 5 Step Model to Teach Students Critical Thinking Skills

categories: assessment, learning, online learning, teaching

The 5 Step Model to Teach Students Critical Thinking Skills

http://www.educatorstechnology.com/2014/05/the-5-step-model-to-teach-students.html

1- Determine learning objectives
This is the initial phase where you need to identify the behaviours you want your students to exhibit and work on encapsulating these behaviours in an overarching higher order thinking schema.
2-Teach through questioning
The importance of integrating questions into instruction is uncontested. Thought-provoking questions help students explore learning from different perspectives. The art of posing well-formulated questions is regaled by a set of techniques, some of which are included in this wonderful poster: Questions A Critical Thinker Asks.
3-Practice before you assess
This is where hands-on learning activities are called for. To consolidate their understandings and therefore increase the retention rate of information taught, students need to utilize all components of active learning such as simulation, experimentations,rehearsing…etc

Related: The 8 Elements of The Critical Thinking Process

4- Review, refine, and improve
Students’ feedback that you can garner either formally or informally constitute the backbone of your teaching procedure. It provides you with insights into areas that students need help with and also informs your teaching objectives and methodology. There are a variety of tools you can use to collect feedback from your students, check out the  8 Practical tools to easily gather students feedback.
5- Provide feedback and assessment of learning
As you need students feedback to help you inform your teaching methodology, students too  need your feedback. They need to learn how they are learning and assess their overall achievement. One way to do this is to provide them with grading rubrics for self-assessment. Here are some other resources to help you provide better feedback to your students: