Title: Know Where You're Going: Using Learning Outcomes to Drive Course Development
1Know Where You're Going Using Learning Outcomes
to Drive Course Development
- Cheryl McLean, Ph.D.
- Associate DirectorDistance Education Program
- MADLAT May 2006
2Participant 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?
3Workshop 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
4Contents
- Instructional design models
- Prototyping
- Personas
- Designing a unit of instruction
5Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
6Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
7Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
8Components of Effective Online Learning
Adapted from Ally, 2004, p. 25
9Instructional Design Models
- ADDIE Model
- Dick and Carey Model
- Maurie Collins Blueprint
10ADDIE 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
11Dick and Carey Model of Instructional Design
(Dick and Carey, 1996, p.2)
12Dick and Carey Model of Instructional Design
(Dick and Carey, 1996, p.2) Note. Blue lines
refer to the iterative nature of the process.
13Mauri 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.
14Mauri 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.
15Rapid 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
16Using 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
17Designing a module or unit Step 1
- Using the Mauri Collins Blue Print
- Select module or unit.
- Select 1-2 topics for this unit.
18Learning Outcomes
- Write 3-5 learning outcomes for your module or
unit that match your topic(s).
19Terminology
- Learning outcomes
- Learning objectives
- Instructional objectives
20Instructional 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)
21Objectives/OutcomesCharacteristics
- Three parts
- Performance
- Conditions
- Criteria
- (Major, 1997)
22Variety of Levels
- Blooms Taxonomy
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
-
- More
- (Bloom, 1956)
23Learning 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.
24WorkshopOutcomes/Objectives
- Review the outcomes/objectives developed for this
workshop.
25Try 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
26Assessment
- 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?
27Assessment
- Quizzes (multiple choice and short answer)
- Essay
- Projects
- Journals
- Tests/examinations
- Discussions
28Assessing this Workshop
- How could we assess the objectives for this
workshop? - To workshop objectives
29Try It Assessment
- Write an assessment item to match each of your
outcomes.
30Learning Resources
- What resources will students require to meet each
outcome? - Textbook/readings
- Lecture notes
- Video
- Audio
- Websites
- Discussion groups
31Learning 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
32Creating Flash Movies
- Captivate (free 30 day trial) http//www.macromedi
a.com/software/captivate/) - TurboDemo (http//www.turbodemo.com/eng/index.htm)
33Learning Resources
- List the resources students will need to complete
each outcome - How should these be delivered?
34Learning Activities
- What do you want the students to practice and how
do you want them to practice, using the learning
resources?
35Learning 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
36Online 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
37Learning Activities
- List the learning activities that students should
do for each learning outcome.
38Know Where You're Going Using Learning Outcomes
to Drive Course Development
- Cheryl McLean, Ph.D.
- Associate DirectorDistance Education Program
- MADLAT May 2006
39Links
40Process or outcomes statements?
- Be able to create an instructional objective
- Develop confidence
- Back
41Outcome
- Correct. What the student learns or is able to do
is the outcome. - Back
42Process
- This is part of the process of instruction.
- Back
43Specific or General
- Understand logic
- Define persona.
- Write a three part learning outcome
- Know the students
- Back
44General or Fuzzy
- Fuzzy outcomes/objectives do not facilitate
good instructional decisions. - Back
45Specific
- 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
46Students or Instructors
- Explain the importance of learning outcomes
- Lecture the importance of learning
- Back
47Student
- 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
48Instructor
- What is the instructor going to do?
- Instructor focused may not meet the students
needs. - Back
49Performance
- 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
50Conditions
- 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
51Criteria
- 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
52Learning 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
53Learning 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
54Learning Resources Learning Objects
- Evaluation sheet
- http//www.alivetek.com/learningobjecs.php