Outcome-based Learning

1
Outcome-based Learning

• Learning Activities

2
Introduction

• The activities described in the following slides
  have no specific discipline restriction. They can
  be used or applied to most of our courses in the
  Department.
• There will be separate powerpoints for individual
  categories of activities.
• Further information can be found in Penn State
  World Campus site.
• Additional sources will be added wherever
  necessary.

3
Teaching Strategies

• Developing critical thinking
• Using examples
• Everyday life
• Reflective journal assessments
• Create thinking time and space
• Collaborative learning
• Creating dissonance

• Reading skills can be adapted to other
  applications
• Problem-posing
• Framing
• Question-generating
• Believing and doubting
• Evidence-finding
• Case
• Norming session
• Rough draft workshop
• Metacognitive

• Source Spiller, D. (2009). Teaching strategies
  to promote the development of students learning
  skills. NZ Teaching Development Unit, University
  of Waikato.

4
Guidelines and Rationale

• A separate file for this topic
• Sources
• Chippewa Valley Technical College (CVTC)
• Michigan State University (MSU)
• The University of New South Wales (UNSW)
• Tracy Penny Light from the University of Waterloo
  in 2004

5
Initiation

• Course Beginning Please refer to Penn State
  World Campus

• Students self-introduction (brief biography
• Personal home page
• Representation or collages

6
Themes of Activities_1

• Problem-based Learning Please refer to Penn
  State World Campus

• Case studies
• Problem-based activity
• Interactive case studies using Quandry

7
Themes of Activities_2

• Communication
• Please refer to Penn State World Campus
• Examples from Michigan State University (MSU)
• A separate file for an activity from MSU

• Guided discussion forums
• Interview
• Guest lecturer
• Pen pals
• Ask an expert
• Open forum
• Students-as-teachers
• Polling, debates, and fishbowls using course
  talk

8
Themes of Activities_3

• Foster interaction
• Examples from Michigan State University (MSU)
• Examples from Chippewa Valley Technical College
  (CVTC)

• Instructor Students
• Students Content
• Student - Student

9
Themes of Activities_4

• Projects Please refer to Penn State World Campus

• Design projects and prototypes
• Simulations
• Build-as-you-go project
• Modifying graphics

10
Themes of Activities_5

• Foster participation

• Techniques from Michigan State University (MSU)

11
Themes of Activities_6

• Collaboration

• A separate powerpoint on collaborative learning
• More examples offered in Multimedia Educational
  Resource for Learning and Online Teaching
  (MERLOT) website

12
Themes of Activities_7

• Experiential learning

• A separate powerpoint on experiential learning

13
Themes of Activities_8

• Self assessment

• A separate powerpoint on self assessment as a
  learning activity

14
Selected Activities_1

• Conceptual learning University of Maryland
  University College (UMUC)
• A separate file for this activity

• Professional development learning activity The
  Institute of Chartered Accountants of Nova Scotia
  (ICANS)
• A separate file for this activity

15
Selected Activities_2

• Creating an individual learning contract
  California State University at Chico, School of
  Social Work (CSUC_SW)
• A separate file for this activity

• Pizza Explorer Purdue University (PU)
• A separate file for this activity

16
Selected Activities_3

• A number of activities from MERLOT
• A separate file for this activity

• Communication Examples of netiquette in MSU can
  be modified to meet courses requirement
• A separate file for this activity

17
Further attachments

• Active learning activities from the Centre for
  Teaching Excellence of the University of Waterloo
  in Canada

• Spiller, D. (2009). Teaching strategies to
  promote the development of students learning
  skills. NZ Teaching Development Unit, University
  of Waikato.

18
Additional References

• Beard, C. Wilson, J. P. (2002). The power of
  experiential learning A handbook for trainers
  and educators. London Kogan Page.
• Boud, D. (1995). Enhancing learning through self
  assessment. London Kogan Page.
• Brooks-Harris, J. E. Stock-Ward, S. R. (1999).
  Workshops Designing and facilitating
  experiential learning. Thousand Oaks, CA Sage.
• Sampson J. Cohen, R. (2001). Strategies for
  peer learning Some examples. In Boud, D., Cohen,
  R., Sampson, J. (Eds.), Peer learning in higher
  education Learning from with each other (pp.
  35-49). London Kogan Page.