Know Where You're Going: Using Learning Outcomes to Drive Course Development

1
Know Where You're Going Using Learning Outcomes
to Drive Course Development

• Cheryl McLean, Ph.D.
• Associate DirectorDistance Education Program
• MADLAT May 2006

2
Participant Introductions

• Instructional designers? Teachers?
  Administrators? Other?
• Post secondary? Secondary? Elementary?
• Experience in course design/development?
• Comfort level with learning outcomes?
• What do you hope to get out of this workshop?

3
Workshop Objectives

• Describe the characteristics of several
  systematic models of instructional design.
• For a portion of a practice unit
• Write three part learning outcomes correctly.
• Use learning outcomes to select assessment tools
  that match the outcomes.
• Use learning outcomes to select learning
  resources that match the outcomes.
• Use learning outcomes to select learning
  activities that match the outcomes.
• Use learning outcomes to select interaction
  activitiesthat match the outcomes.
• Share ideas and expertise about using learning
  outcomes effectively.
• To Try It Objectives To Try It Assessment

4
Contents

• Instructional design models
• Prototyping
• Personas
• Designing a unit of instruction

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Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
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Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
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Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
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Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
9
Instructional Design Models

• ADDIE Model
• Dick and Carey Model
• Maurie Collins Blueprint

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ADDIE Instructional Design Model
Gaps between the desired outcomes and existing
knowledge/skills
Learning objectives, assessment instruments,
learning activities, and content
Creation of materials
Delivery of the course to student group
Evaluate the effectiveness of the materials
Prototypes
Adapted from Kruse, 2004
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Dick and Carey Model of Instructional Design
(Dick and Carey, 1996, p.2)
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Dick and Carey Model of Instructional Design
(Dick and Carey, 1996, p.2) Note. Blue lines
refer to the iterative nature of the process.
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Mauri Collins Blue Print Worksheet
Module , Title, Topic(s) Learning Outcomes Assignments for Assessment Learning Resources Learning Activities Discussion Topics
What content do you want to cover in this unit? What do you want students to demonstrate they have learned how to do? How? How much? What evidence must students present to show they have met the learning outcomes? On what will the students be graded? What are the resources that students will have to work with? (Textbook, readings, videos, audios, websites) What, and how do you want students to practice, using the Resources to meet the Learning Outcomes? What discussions/interactions would allow students to demonstrate movement towards the Learning Outcomes?

Adapted from Collins, M. 2005. I know what to
teach, but how do I teach it online?
Presentation at MADLAT 2005 Conference, Winnipeg,
Manitoba, May 7, 2005.
14
Mauri Collins Blue Print Worksheet Adapted
Module , Title, Topic(s) Learning Outcomes Assignments for Assessment Learning Resources Learning Activities
What content do you want to cover in this unit? What do you want students to demonstrate they have learned how to do? How? How much? What evidence must students present to show they have met the learning outcomes? On what will the students be graded? What are the resources that students will have to work with? (Textbook, readings, videos, audios, websites) What, and how do you want students to practice, using the Resources to meet the Learning Outcomes?

Adapted from Collins, M. 2005. I know what to
teach, but how do I teach it online?
Presentation at MADLAT 2005 Conference, Winnipeg,
Manitoba, May 7, 2005.
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Rapid Prototypes

• Insert after the design phase in Addie model
• One module/unit rapidly developed and tested
  with students
• Opportunity to see if the design works
• Opportunity to make changes
• Addie Model

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Using Personas

• Hypotheticalnot real people
• Archetypalnot average users
• Very specificName, background, picture, etc.
• Not the same as job roles
• May be a useful design tool particularly in the
  analysis phase

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Designing a module or unit Step 1

• Using the Mauri Collins Blue Print
• Select module or unit.
• Select 1-2 topics for this unit.

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Learning Outcomes

• Write 3-5 learning outcomes for your module or
  unit that match your topic(s).

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Terminology

• Learning outcomes
• Learning objectives
• Instructional objectives

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Instructional Objective

• It is related to intended outcomes, rather than
  the process for achieving those outcomes.
• It is specific and measurable, rather than broad
  and intangible.
• It is concerned with students, not teachers.
• (Major, 1997, p. 3)

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Objectives/OutcomesCharacteristics

• Three parts
• Performance
• Conditions
• Criteria
• (Major, 1997)

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Variety of Levels

• Blooms Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• More
• (Bloom, 1956)

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Learning OutcomesExamples and Non Examples

• Define learning outcome correctly without
  reference to learning materials.
• Understand what a learning outcome is.
• Given a topic for a unit of instruction, create
  three-part learning outcomes from the students
  point of view, using active, testable verbs.
• Given a learning outcome, accurately evaluate its
  quality, using the criteria from this workshop.
• In this unit we will demonstrate the uses of
  learning outcomes.
• Create learning outcomes.

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WorkshopOutcomes/Objectives

• Review the outcomes/objectives developed for this
  workshop.

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Try it!

• Review your learning outcomes and adjust as
  needed.
• Performance Active testable verb?
• Conditions Under what conditions will the
  performance occur?
• Criteria What are the criteria for acceptable
  performance?
• Are there different levels?
• knowledge and comprehension
• application
• analysis, synthesis, evaluation

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Assessment

• Assessment should match the learning outcomes
• There should be an assessment item for each
  outcome or group of outcomes
• How will students be graded?
• How will the final grades be proportioned?

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Assessment

• Quizzes (multiple choice and short answer)
• Essay
• Projects
• Journals
• Tests/examinations
• Discussions

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Assessing this Workshop

• How could we assess the objectives for this
  workshop?
• To workshop objectives

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Try It Assessment

• Write an assessment item to match each of your
  outcomes.

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Learning Resources

• What resources will students require to meet each
  outcome?
• Textbook/readings
• Lecture notes
• Video
• Audio
• Websites
• Discussion groups

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Learning Resources Learning Objects

• Learning objects (LOs) are re-usable digital
  multimedia learning pieces.
• Learning outcome should be clear.
• Often some form of assessment is included.
• More

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Creating Flash Movies

• Captivate (free 30 day trial) http//www.macromedi
  a.com/software/captivate/)
• TurboDemo (http//www.turbodemo.com/eng/index.htm)
  

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Learning Resources

• List the resources students will need to complete
  each outcome
• How should these be delivered?

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Learning Activities

• What do you want the students to practice and how
  do you want them to practice, using the learning
  resources?

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Learning Activities

• Use an online learning object
• Participate in an online discussion group
• Textbook readings
• Research a topic and present to class
• Actively listen to/observe a lecture
• Do practice problems
• Project
• Journal

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Online Interaction Suggestions

• Group discussions focusing on critical thinking
• Ask an expert
• Simulations or role plays
• Debates
• Learning groups
• Collaborative projects
• Articles and/or book reviews

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Learning Activities

• List the learning activities that students should
  do for each learning outcome.

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Know Where You're Going Using Learning Outcomes
to Drive Course Development

• Cheryl McLean, Ph.D.
• Associate DirectorDistance Education Program
• MADLAT May 2006

39
Links
40
Process or outcomes statements?

• Be able to create an instructional objective
• Develop confidence
• Back

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Outcome

• Correct. What the student learns or is able to do
  is the outcome.
• Back

42
Process

• This is part of the process of instruction.
• Back

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Specific or General

• Understand logic
• Define persona.
• Write a three part learning outcome
• Know the students
• Back

44
General or Fuzzy

• Fuzzy outcomes/objectives do not facilitate
  good instructional decisions.
• Back

45
Specific

• Correct.
• Specific objectives should point the way to
• the type of assessment needed and
• the learning activities and interaction that will
  be the most effective for meeting the learning
  outcomes.
• Back

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Students or Instructors

• Explain the importance of learning outcomes
• Lecture the importance of learning
• Back

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Student

• Correct
• What will the student be able to do when the unit
  is completed?
• Upon completion of this unit you should be able
  to
• Back

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Instructor

• What is the instructor going to do?
• Instructor focused may not meet the students
  needs.
• Back

49
Performance

• What do you expect the learner to do when
  finished the instruction?
• Key is the verb active, testable
• Examples
• Write learning outcomes.
• Define instructional objective.
• Fuzzy verbs
• Understand, know, appreciate, internalize,
  believe
• Non example?
• Back

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Conditions

• Under what conditions (if any) should the
  performance occur?
• What can the learner use?
• What can the learner not use?
• What are the real world conditions?
• Examples
• When given a task analysis, write learning
  outcomes.
• When given a set of learning outcomes, create
  assessment to match the learning outcomes.
• Back

51
Criteria

• How will you judge whether or not the
  performance is acceptable?
• Examples
• When given a task analysis, write accurate three
  part learning outcomes.
• When developing a unit in a course, match the
  assessment to the learning outcome correctly.
• Back

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Learning ResourcesLearning Object Examples

• Correlation
• http//noppa5.pc.helsinki.fi/koe/corr/cor7.html
• http//www.cambridge2000.com/memos/correlation.htm
  l
• http//www.stat.uiuc.edu/stat100/java/guess/GCApp
  let.html
• http//web.umr.edu/psyworld/rcalculator.htm

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Learning ResourcesLearning Object Repositories

• CAREO (Campus Alberta Repository of Educational
  Objects) http//www.careo.org/
• MERLOT (Multimedia Educational Resource for
  Learning and Online Teaching) http//www.merlot.or
  g/Home.po.
• UM is working on a project to develop a Manitoba
  repository.
• Back

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Learning Resources Learning Objects

• Evaluation sheet
• http//www.alivetek.com/learningobjecs.php