Outcome Based Education & CAlignment.pptx

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1. Outcome- based Education

2. Programme How will the workshop be structured? The shift from teaching to learning (input and discussion) Study Programme Development Overview (input and discussion ) Constructive Alignment (input and discussion) Bloom’s Taxonomy and How to Formulate Intended Learning Outcomes (input and discussion) Formulating Intended Learning Outcomes (group work) Farewell and (Link to) Feedback

3. Part 1 The Shift from Teaching to Learning

4. Agenda What will be dealt with in part 1? Globalisation and the shift from teaching to learning Instruction vs. Construction Questioning roles Learning outcomes

5. The Shift from Teaching to Learning A way of thinking education

6. Globalisation, Teaching & Learning What do they have to do with each other? Constant growth of information Decreasing half- life of knowledge Specialisation of subject areas More dynamic and diverse working areas Knowledge- based societies

7. Globalisation and the Labour Market Implications for Higher Education Higher Education Institutions need to … design educational processes, which are in line with thoroughly defined learning outcomes that are demanded by the labour market and our societies, teach students how to use metacognitive strategies and procedural knowledge, incorporate lifelong learning as a strategy into study programmes, give access to more and more diversified students into Higher Education and to facilitate learning processes of different learner-types.

8. Globalisation and the Labour Market What kind of graduates do we need? Petra Pistor & Sonja Mikeska - Outcome- based Education We need graduates, who can use metacognitive strategies and procedural knowledge that enables them to identify, select and evaluate relevant information in order to accomplish a task or solve a problem. We need to teach them how to learn life-long.

9. The Shift from Teaching to Learning Coined by Robert Barr & John Tagg (1995) https:// www.tandfonline.com/toc/vchn20/current From Teaching to Learning – a New Paradigm for Undergraduate Education

10. The Shift from Teaching to Learning Coined by Robert Barr & John Tagg “We now see that our mission is not instruction but rather that of p p r r o o d u v c i i d n g e l e i a n r s n i t n r g u w c i t t h i o e n v e r y student by whatever means work best.” (Barr & Tagg 1995)

11. Teacher- centred vs. Student- centred Two perspectives on teaching and learning Teacher- centered approach „How do I transfer my knowledge to my students?“ Courses, modules and study programmes are described in terms of content. Student- centered approach „What do I want my students to be able to do after completion of the course, module or study programme?“ Courses, modules and study programmes are described in terms of intended learning outcomes.

12. Instruction vs. Construction Two ways of approaching learning processes Instruction Learning process is the result of instruction by the teacher. The teacher acts as an instructor. S/he provides expert knowledge and facts. Relationships in the class are based on steep hierarchies and „only truths“. Learning is linear and cumulative. Learning is competetive and individualistic. In the class you will find „chalk and talk“. Construction Learning process is the result of active construction of the student. The teacher acts as a mentor. S/he designs the learning environment and guides the learning process. Relationships in the class are based on flat hierarchies and different opinions. Learning is nesting and interacting of frameworks. In the class, you will find vivid discussions of students in groups, pairs, peer teaching, project- based learning, etc.

13. A litte Digression Petra Pistor & Sonja Mikeska - Outcome- based Education The shift from teaching to learning in Europe „Ministers encourage the member states to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area.“ (Berlin Communiqué 2003) international developments in education show a shift from a teacher- centered approach (instruction paradigm) to a student- centered approach (learning paradigm) in Europe, this notion and the concept of learning outcomes are part of the Bologna Process: instruments to improve the efficiency and effectiveness of higher education and to foster mobility in Europe: Learning outcome orientation Qualification frameworks E uropean C redit T ransfer S ystem Diploma Supplement E uropean S tandards and G uidelines for Quality Assurance in the European Higher Education Area

14. Intended Learning Outcomes Outcome- based education reflected in the ASG- QA The institution shall have Standard 7: Design, Approval, Monitoring and Evaluation of Study Programmes policies and systems that ensure the design and development, monitoring and evaluation of quality, relevant study programmes that are learning outcomes- based and aligned with the needs of stakeholders; and that contribute to the achievement of its mission, and are commensurate with national, regional and international standards.” Guidelines […] has policies, procedures and processes for introducing new programmes with learning outcomes and that are competence-based […] has policies requiring formulated learning outcomes to be defined and documented for all programmes and courses […] ensures that the formulated learning outcomes are benchmarked against level descriptors of national or regional Qualifications Frameworks Public and Students shall be informed about expected learning outcomes and their nature (Standard 12: Public communication)

15. Questioning Roles What does the shift mean for teachers‘ self-perceptions? Petra Pistor & Sonja Mikeska - Outcome- based Education

16. Questioning Roles What does that mean for students‘ self-perceptions? Petra Pistor & Sonja Mikeska - Outcome- based Education www.freeiconspng.com

17. Intended Learning Outcomes A result of the shift from teaching to learning „Learning Outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.“ (different sources cited after Adam 2006) „Learning outcomes are statements of what is expected that the student will be able to do as a result of learning activity.“ (ibid.) „A learning outcome is a written statement of what the successful student/learner is expected to be able to do in the end of the module/course unit or qualification.“ (ibid.) Learning Outcomes can be defined on the level of study programmes, modules and courses.

18. In a Nutshell… Was does the shift from teaching to learning imply? teacher- centeredness student- centeredness sage on the stage guide on the side instruction construction vs. vs. vs.

19. Questions Do you have any? Petra Pistor & Sonja Mikeska - Outcome- based Education Questions and comments are very welcome!

20. Part 2 Study Programme Development Overview

21. Agenda What will be dealt with in Part 2? Aspects of study programme development Ideal- typical process of study programme development Agenda What will be dealt with in Part 2?

22. Study Programme, Curriculum, etc. Definitions Working definition for this workshop A curriculum is the planned order of topics and activities within a study programme. The quality of a study programme is not only the quality of its curriculum, but comprises also infrastructure, support structure etc. Study programme design and study programme revision are part of the study programme development process. The curriculum design and revision process is the core of the study programme development process. study programme curriculum module courses module courses module courses

23. Question What do you think? Petra Pistor & Sonja Mikeska - Outcome- based Education What does study programme development include?

24. Study Programme Development Content- related aspects Which competence profile should my graduates have? What are the requirements of the labour market? What will the future development of the subject matter be like? What agreements (TUNING, Washington Accord, etc.) have to be taken into consideration? What are coherent and adequate objectives to be achieved in the programme? Which is the target group to be addressed by the programme? What are strategic objectives of the faculty? What are strategic objectives of the top management?

25. Study Programme Development Methodological aspects What are appropriate teaching and learning strategies to facilitate students to achieve the expected learning outcomes? How to design a course methodically? Which assessment techniques and formats (formative, summative) are suitable to assess the intended learning outcomes? How to combine obligatory and optional courses? How much workload has to be assigned to each module?

26. Study Programme Development Organisation- related aspects Which teaching capacities are available? How to organise the design and approval of module description and examination regulations? How to manage the admission procedures? How to organise assessment procedures? How to organise internships or student exchange? How to deal with the recognition of external records? How to design and organise the certification of graduation?

27. Study Programme Development Ideal- typical phases formulating idea framework analysis/ decision taking curriculum development accreditation implementation evaluation

28. Study Programme Development Framework analysis and decision- taking Basic criteria coherence with profile of faculty and HEI permeability of different study programmes possibilities for recognition available resources regional embeddedness of the HEI labour market demands Agreements / recommendations of the scientific community / professional bodies differentiation from similar offers of other HEIs Experts‘ advice objective external analysis of framework conditions and chances supports the development of creative ideas Document analysis analysis of recent survey results, reports, reviews supports the decision- making process scientifically supports the development of a unique profile

29. Study Programme Development Curriculum design

30. In a Nutshell… What does it take to develop a study programme? Backward Design Information & Process Management Study Programme Development Group

31. Question What do you think? Petra Pistor & Sonja Mikeska - Outcome- based Education Which regulations, documents etc. are helpful to support you with study programme development?

32. Break We continue in 15 mins.

33. Part 3 Constructive Alignment

34. Agenda What will be dealt with in part 3? Definition of the concept Constructive Alignment … on study programme … and module/course level What does Constructive Alignment mean for different learner types?

35. Constructive Alignment What is it all about? Constructivist Didact

36. Constructive Alignment What is it all about? „Learning is the result of the constructive activity of the student. Teaching is effective when it supports those activities appropriate to achieving the curriculum objectives, thereby encouraging students to adopt a deep approach to learning.” (Biggs 1999) The key to support students to learn in a sustainable way is a process of fostering learning by aligning teaching and assessment to expected learning outcomes: “Constructive Alignment” (CA). Basic assumption of CA: The curriculum is designed in a way that the teaching and learning methods/activities and forms of assessment are aligned with the learning outcomes that are intended in the course.

37. Definitions Constructive Alignment, Backward Design and Co. Intended learning outcomes are the qualification, we expect our students to have achieved after they have attended our course. Aligning intended learning outcomes, teaching and assessment methods in a study programme or a course is also known as Constructive Alignment . The method of Constructive Alignment is „thinking backwards“, i.e. starting by defining the intended outcomes of a study programme, the so- called Backward Design .

38. Backward Design A method of Constructive Alignment Study Programme Assessment Expected Learning Outcomes Course 6 Course Course Course 10 7 Course Course 13 Bachelor 4 Course Course Course 11 Thesis 8 Course Course 14 Course 5 Course Course 12 9 How can I determine, whether the students have acquired the intended competences? Which qualifications is the programme aiming at? What are the students able to do after completing the programme? Step 1 Learning outcomes on study programme level Step 2 Determine acceptable evidence for a successfull learning process. Step 3 Learning outcomes on course level, assessment techniques, teaching methods adapted from S. Ruschin, 2016

39. Constructive Alignment Backward Design on module level 1. Intended Learning Outcomes (ILO) 2. Forms of Assessment (designed to assess ILO) 3. Teaching/Learning Methods/Activities (designed to meet ILO) Begin by clearly defining the learning outcomes. Formulate specific, clear and realistic outcomes. Be realistic in expectations towards yourself and your students.

40. Constructive Alignment Backward Design on module level 1. Intended Learning Outcomes (ILO) 2. Forms of Assessment (designed to assess ILO) 3. Teaching/Learning Methods/Activities (designed to meet ILO) Develop forms of assessment by which you can test the expected learning outcomes. Assessments should be able to show how well a given student‘s level of performance meets the intended outcomes.

41. Constructive Alignment Backward Design on module level 1. Intended Learning Outcomes (ILO) 2. Forms of Assessment (designed to assess ILO) 3. Teaching/Learning Methods/Activities (designed to meet ILO) Develop your module/course. Select teaching and learning methods that are likely to ensure that the intended learning outcomes are achieved by the students.

42. Constructive Alignment What does that mean for different learner types? „This is such an interesting theory! I am eager to get to know more about its implications for quantum physics.“ „What do I have to know to pass the exam next week? I think, reading chapter 1 and 2 willl be sufficient.“

43. In a Nutshell… What is Constructive Alignment all about? 1. Intended Learning Outcomes (ILO) 2. Forms of Assessment (designed to assess ILO) 3. Teaching/Learning Methods/Activities (designed to meet ILO)

44. Question What do you think? Petra Pistor & Sonja Mikeska - Outcome- based Education In how far do you use constructive alignment / backward design in reality? What are your experiences?

45. Part 4 Bloom‘s Taxonomy and How to Formulate Learning Outcomes

46. Agenda What will be dealt with in part 4? Bloom‘s Taxonomy of cognitive skills How can the taxonomy help to plan educational processes? How to formulate intended learning outcomes

47. Bloom‘s Taxonomy The original concept 6. Evaluation 5. Synthesis 4. Analysis 3. Application Comprehension Knowledge

48. Bloom‘s Taxonomy The revised version 1. Knowledge 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Remember ing 6. Crea t i i n n g g 5. Evaluat ing 4. Analys ing 3. Apply ing 2. Understand ing © Bloom, 1956 © Anderson & Krathwohl, 2001

49. Question What do you think? Petra Pistor & Sonja Mikeska - Outcome- based Education In how far can the application of Bloom‘s Taxonomy support teachers and students?

50. Bloom‘s Taxonomy The revised version and active verbs The student can recognise and recall relevant knowledge from long- term memory. The student can construct meaning from oral, written and graphic messages. The student can distinguish between parts, how they relate to each other, and theoverall structure and purpose. The student can use information in a new way. The student can make judgements and justify decisions. The student can put elements together to form a functional whole, create a new product or point of view. 1. Remembering 2. Understanding 3. Applying 4. Analysing 6. Creating 5. Evaluating define, duplicate, list, repeat, memorise, reproduce interpret, exemplify, classify, summarise, compare, explain, discuss demonstrate, dramatise, solve, use, convert discover, prepare criticise, differentiate, classify, distinguish, experiment, discrimitate appraise, argue, defend, judge, dabate, select, test varify assemble, generate, construct, design, develop, formulate, rearrange © https://mramusicplace.net/2017/01/12/music-teaching-and-blooms-revised-taxonomy/

51. How to formulate ILOs In three steps and one sentence 1. Introductory phrase 3. Description of content 2. Active verb describing the cognitive process After successful completion of the module students are able to … … different approaches to the algebraic treatment of geometry. … create … evaluate … analyse … apply … understand … remember adapted from M. Schröder, 2015

52. How to formulate ILOs What? How? What for? Petra Pistor & Sonja Mikeska - Outcome- based Education What? e.g. explain content, analyse circumstances, apply concept or design particular elements… How? Which methods are used (e.g. case study, group work)? Which techniques, processes or tool- kits are used? What for? Why is it important to acquire these competences? Where can the competences be used in the course of study or the future professional life? After completion of the seminar/module/study programme, students are able to… „After completion of this module students are able … to plan, conduct and evaluate consultation processes for different target groups. They practice the application of different methods by the help of group- discussions and role- play … … for the purpose of being able of acting professionally in coaching, supervision and consultation in their future job.“

53. How to formulate ILOs Keep it simple For a module of average size, the formulation of approximately six learning outcomes is common. Learning outcomes can be arranged in bullet points. Ideally, a learning outcome should be one sentence. Complicated sentences and abbreviations should be avoided. Simple and unambiguous terms should be used when describing the content to ensure an easy understanding by everyone (internal and external). Learning outcomes should neither be too general nor too specific. Learning outcomes must be capable of being assessed in the examination. Learning outcomes are formulated from the students' perspective.

54. How to formulate ILOs Checklist Are the learning outcomes formulated in a way that makes them observable? How can you observe, if a student knows something? We cannot see, whether a student knows something. But we can observe, if s/he can explain rule XYZ or apply concept XYZ. What do we really mean by e.g. „methodical expertise“? It is better to clarify, e.g. „can write a scientific paper“, „apply XYZ, when analysing ABC“ etc. Are also soft-skills described? Not every lecture/course needs to aim at the acquisition of all dimensions (subjec- related knowledge, social- , self- and methodical competences) But if they are part of a course, they should be explicated. Is the description of the ILOs comprehensible and motivating for your target group? Describe in your own words, what students should be able to do after a course. Especially the category „What for?“ can motivate students. Is the level of the intened learning outcome described appropriately? Shall students be able to apply XYZ or only to describe XYZ? Shall they be able to remember, understand, repeat, apply, analyse, evaluate, create? Which formulation is appropriate for e.g. 1st BA semester or for 2nd MA semester? (adapted and translated from Boentert, 2018)

55. In a Nutshell… What did Bloom say about learning outcomes? 6. Creating 5. Evaluating 4. Analysing 3. Applying 2. Understanding 1. Remembering After having participated in this workshop, participants are able to… … explain … Bloom‘s Taxonomy.

56. References Recommendations for further reading Adam, S. (2006): An Introduction too learning outcomes. A consideration of the nature, functiion and position of learning outcomes in the creation of the European Higher Education Area. In: (Froment et. al.: EUA Bologna Handbook. Making Bologna work. B2.3-1. p. 1- 18. Anderson, L. & Krathwohl, D. (2001): A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom‘s Taxonomy of Educational Objectives Barr, R. B. & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change, 27, 18- 25. Bloom, B. & Krathwohl, D. (1956): Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. Krathwohl, D. (2002): A Revision of Bloom‘s Taxonomy: An Overview. https:// www.depauw.edu/fiiles/resources/krathwohl.pdf (last accessed 14.04.20). Kennedy, D. (2007): Writing and Using Learning Outcomes. A Practical Guide. University College Cork. Kennedy, D.; Hyland, A. ; Ryan, N. (2009): Learning outcomes and competences. In: EUA Bologna Handbook: making Bologna work. (eds Eric Froment [u.a.]). Berlin. B 2.3-3, p. 1 – 18. Schröder, M. (2015): Writing Learning Outcomes! A guideline. https:// www.fibaa.org/fileadmin/uploads/content_uploads/15_Werkstatt_Lernergebnisse-formulieren_Oktober_2015_EN.pdf (last accessed 03.07.20) Randhahn, S./ Niedermeier, F. (Eds.) (2017): Training on Internal Quality Assurance Series. http://trainiqa.org (last accessed 03.07.20)

57. Thank you very much!

58. Group work Linking study programme development and QA Petra Pistor & Sonja Mikeska - Outcome- based Education You will be grouped in random groups You will receive outcome charts for critical thinking and scientific writing You will receive a verb list Please come up with 1- 2 learning outcomes for each level of the taxonomy Groups 1 & 2  Critical thinking Groups 3 & 4  Scientific writing You have 30 mins. Time

59. Group Work – Formulating ILOs Groups 1- 3 Scientific Writing & Working Remembering : Students are able to recall the concept of scientific working & writing. Understanding : … describe the main components of scientific working & writing. Applying : … to develop proposals for scientific writing & working. Analysing : … to compare the scientific working & writing of the same issues. Evaluating : … judge the outcomes on the scientific working & writing. Creating : … generate a new approach of scientific working & writing .

60. Group Work – Formulating ILOs Groups 1- 3 Scientific Writing & Working Remembering : … describe the context of scientific working & writing / Identify the primary audience of writing & working. Understanding : … express how the context of scientific writing and working serves other expertise fields. / Describe the role of scientific working and writing. Applying : … apply certain convention on scientific working & writing. Analysing : … analyse different scientific work based on format, citation, voice etc. Evaluating : … criticise scientific works based on format and content Creating : … create scientific working and writing based on the format .

61. Group Work – Formulating ILOs Groups 4- 6 Critical Thinking Remembering : At the end of this topic of cirtical thinking, the students will be able to define the concept of critical thinking. Understanding : At the end … explain the concept of critical thinking. Applying : At the end … use reasoning skills to make decisions. Analysing : At the end … seperate the different levels of critical thinking. Evaluating : At the end … assess the implication of critical thinking in their real life. Creating : … reorganise the process of critical thinking.

62. Group Work – Formulating ILOs Groups 4- 6 Critical Thinking Remembering: … list the qualities of critical thinking. Understanding : … differentiate a person, who is a critical thinker. Applying : … change from non- critical thinking to critical thinking. Analysing : .. question, whether they are critical thinker or not. Evaluating : … evaluate a person / friend whether they fulfil the qualities of a critical thinker. Creating : … student will be able to solve the problems they encounter through critical thinker .