Best Practices in Learning Design
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Presentation for Northeastern CPS Faculty Development Conference 27 September 2019 in Boston MA - Alignment of learning objectives, teaching strategies, and assessments
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Best Practices in Learning Design
- 1. Best Practices in Learning Design: Aligning objectives, strategies & assessments to enhance the learning experience ELIZABETH MAHLER SHANNON ALPERT BRITT WATWOOD GRADUATE SCHOOL OF EDUCATION 2019 CPS Faculty Development Conference
- 2. Meet the team 2 Elizabeth Mahler, EdD Britt Watwood, EdD Shannon Alpert, EdD
- 3. Objectives 3 By the end of this workshop, you will have the opportunity to: Illustrate the alignment within your course between objectives, learning strategies and assessments; Organize your class flow to enhance learning; and Design an alignment matrix that maximizes active learning.
- 4. Think about your course or class design… What does it mean to have alignment? 4
- 5. Your answers… What does it mean to have alignment? 5
- 9. 9
- 10. TPACK 10
- 11. 11
- 13. The Alignment Matrix 13 Objective “formula”: Students will have the opportunity to [insert an active verb from Bloom's list] [then insert the knowledge or construct that should be learned]. Corresponding Week/Theme Course Objective Learning Strategies Assessment Strategies Week 2 - Building a network with social media Course Objective 2: Students will have the opportunity to build a personal learning network using social media. Note: This objective is one of six objectives for this course. Each "week" may align with one or more objectives. Students will seek out and follow educational professionals on Twitter. Students will articulate advantages and disadvantages of using socially networked tools for learning. Note: You may have one or more learning strategies. If the learning strategy does not support the objective, it should be revised. Be sure that you have at least one learning strategy for each objective to help students reach that objective. Students will summarize their experiences in seeking out educational professionals and considering the use of socially networked tools for learning through the discussion board. Individual feedback will be provided. Note: In this course, students will prepare an infographic based on this information in a subsequent week. This discussion board is the first assessment activity in the progression to a more formal assignment.
- 19. Now it is your turn…working in pairs 19
- 20. Application to Your Courses Take 1 minute to... Silently, consider one of your courses (or learning experiences) where you want to be sure that there is alignment across the course objectives, learning strategies, and assessment strategies. Find a partner or two to share the course you've been thinking about and how you might use the matrix. There are handouts at your table that include Bloom's taxonomy as well as a list of verbs that can be used in writing objectives and an alignment matrix. Write any questions you have for us on the notecards provided at your table. We will collect and address these. Think about your take aways from today. 20
- 21. Questions
- 22. Resources and Links Bloom’s Taxonomy Model (Teach Thought) https://www.teachthought.com/critical-thinking/3-dimensional-model-blooms-taxonomy/ Bloom’s Taxonomy Verb Chart (University of Arkansas) https://tips.uark.edu/blooms-taxonomy-verb-chart/ TPACK - http://www.tpack.org/ Northeastern University Center for Advancing Teaching and Learning through Research https://learning.northeastern.edu/ Professor’s Guide to Using Bloom’s Taxonomy (Phillip Preville) https://cvm.msu.edu/assets/documents/Professors-Guide-to-Using-Blooms.pdf Miller, M. (2014) Minds online: Teaching effectively with technology. Cambridge MA: Harvard University Press.