Your SlideShare is downloading. ×
Integrating Established Learning Theories Into Online Programs Learning Outcomes Assessment
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Integrating Established Learning Theories Into Online Programs Learning Outcomes Assessment

335
views

Published on

Oral Roberts University is refining its established, national award-winning learning outcomes assessment to ensure that the learning outcomes specifications and measurements are even more in parsimony …

Oral Roberts University is refining its established, national award-winning learning outcomes assessment to ensure that the learning outcomes specifications and measurements are even more in parsimony with recognized theories of learning and intelligence. These outcomes are being measured across the board for online, blended, and traditional classroom courses.

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
335
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
11
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Marty Crossland, PhD Dean of ORU Online Campus Associate Professor of MIS Oral Roberts University Tulsa, Oklahoma Integrating Established Learning TheoriesInto Online Learning Outcomes AssessmentUsing learning and intelligence theories intelligently.Sloan-C International Conference on Online Learning, October 29, 20091
  • 2. Oral Roberts University Tulsa, Oklahoma (United States) Established 1963 3000+ students, including 130 fully online 60+ degree programs Specialized accreditation in five schools: Business, Education, Nursing, Engineering, & Theology 2
  • 3. Assessment is major-league at ORU Institution-wide general education outcomes  Spiritually Alive  Socially Adept  Intellectually Alert  Physically Disciplined  Professionally Competent ePortfolio 3
  • 4. ORU nationally recognized in 2007 by theCouncil for Higher Education Accreditation www.chea.org The “accreditor of the accreditors” Four criteria for the award  Articulation and evidence of outcomes  Success with regard to outcomes  Information to the public about outcomes  Using outcomes for improvement 4
  • 5. Student Learning Outcomes Proficiencies and Capacities Biblical Knowledge Sensitivity to the Holy Spirit Spiritually Alive Evangelistic Capability Ethical Behavior Critical Thinking Information Literacy Intellectually Alert Global and Historical Perspectives Aesthetic Appreciation Intellectual Creativity Healthy Lifestyle Physically Disciplined Physically Disciplined Lifestyle Communication Skills Interpersonal Skills Socially Adept Appreciation of Cultural and Linguistic Differences Responsible Citizenship Leadership Capacity Professionally Discipline-specific according to Competent the Outcomes of each student’s major program
  • 6. For new distance programs:New courses are being designed fromthe ground up with assessment in mind Purposeful instructional design External curriculum standards, when available Assessment artifacts reflect higher-order learning as discussed in Blooms taxonomy Bloom’s Rose: (.pdf document) Use Desire2Learn Competencies and Rubrics 6
  • 7. What it looks like in Desire2Learn The competencies and learning objectives specified for the institution – Competency Structures Competency (Gen Ed Outcome) Competency Sub-competency Sub-competency (Proficiency) (Proficiency) Learning Objective Learning Learning Learning Objective Objective Objective Activity Activity Activity Activity Activity 7
  • 8. The-chicken-or-the-egg questionStudent-centered learning,orTeacher-centered learning?8
  • 9. Preferred Learning StylesAuditory Visual Kinestheticlistening and speaking Seeing and reading touching and doingLearning Modality Preference Inventory, 1999,http://homepages.wmich.edu/~jmcgowan/CTE344/session3/Modalityinventory.pdf,(retrieved October 20, 2009). 9
  • 10. Successful IntelligenceAnalytical Creative Practical problem solving idea generation constructive motivation Teaching for Successful Intelligence (2nd ed.). R.J Sternberg and E.L. Grigorenko. Corwin Press (SAGE Publications), 2007. 10
  • 11. Multiple Intelligences – 8 Ways of Knowing Logical-Mathematical Verbal-Linguistic Visual-Spatial NaturalistMultiple Intelligences Approaches to Assessment. David Lazear. Zephyr Press, 1999.11
  • 12. Multiple Intelligences – 8 Ways of Knowing Musical-Rhythmic Bodily-Kinesthetic Interpersonal IntrapersonalMultiple Intelligences Approaches to Assessment. David Lazear. Zephyr Press, 1999.12
  • 13. Howard Gardner on Multiple Intelligences http://www.edutopia.org/howard-gardner-interview13
  • 14. Learning Styles versusORU Whole Person Assessment Multiple Successful PreferredORU Assessment Intelligences Intelligences Learning Styles Outcome Theory Theory TheorySpiritually Alive Intrapersonal, Analytical, Creative, Visual, Auditory, Interpersonal, Practical Kinesthetic ?? NaturalistIntellectually Alert Linguistic, logical- Analytical, Creative, Visual, Auditory, Mathematical, Practical Kinesthetic Naturalist, Spatial, (musical?)Socially Adept Linguistic, Analytical, Creative, Visual, Auditory Intrapersonal, Practical interpersonalPhysically Bodily-kinesthetic, Analytical, Creative, KinestheticDisciplined (Spatial?) PracticalProfessionally All that apply to the Analytical, Creative, Visual, Auditory,Competent chosen profession Practical Kinesthetic
  • 15. Summary ORU is continuing its strong progress in assessment into new distance programs Online programs will receive the benefit of:  Prior experience in assessment  New tools  New thinking about reasons and ways to do assessment  Ground-up design of courses and programs for assessment  Assessment integration up, down, and across the curriculum and organization is possible and practical  Integration of learning styles and intelligence theories into the assessment model Very much still a work in progress 15
  • 16. Thank you! Comments and suggestions are welcome! Dr. Marty Crossland (918) 495-7003 mcrossland@oru.edu My Teaching With Technology Blog: twt.oruonline.net This presentation: www.slideshare.net/mcrossland16

×