Constructive alignment in university teaching and curriculumSatu Öystilä
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
This document outlines the intended learning outcomes, assessment, and teaching methods for a college module on tourism and arts business. The module aims to teach students about management, marketing, accounting, and developing a business plan. Students will be assessed through a semester 1 marketing report (30%), semester 2 business plan (30%), and an end of year exam (40%). Teaching methods include lectures, worked examples, group work, research, and case studies to help students meet the learning goals.
Larry Raymond introduces the concept of using visual metaphors and symbols to simplify complex business issues. By comparing an issue to a familiar concept like a village, stakeholders can collaboratively build a map using symbols to represent different parts of the issue. This makes the problem "mind-sized" and easier to understand, engage with, and solve. Building a metaphoric map is a group exercise that pulls out the whole story of an issue by showing relationships, processes, weaknesses and more. Used effectively, metaphors can inspire action by clarifying fuzzy problems.
Constructive alignment in university teaching and curriculumSatu Öystilä
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
This document outlines the intended learning outcomes, assessment, and teaching methods for a college module on tourism and arts business. The module aims to teach students about management, marketing, accounting, and developing a business plan. Students will be assessed through a semester 1 marketing report (30%), semester 2 business plan (30%), and an end of year exam (40%). Teaching methods include lectures, worked examples, group work, research, and case studies to help students meet the learning goals.
Larry Raymond introduces the concept of using visual metaphors and symbols to simplify complex business issues. By comparing an issue to a familiar concept like a village, stakeholders can collaboratively build a map using symbols to represent different parts of the issue. This makes the problem "mind-sized" and easier to understand, engage with, and solve. Building a metaphoric map is a group exercise that pulls out the whole story of an issue by showing relationships, processes, weaknesses and more. Used effectively, metaphors can inspire action by clarifying fuzzy problems.
Digital Badges for in-service training of online tutorsstefanstenbom
This study evaluated the use of digital badges to develop the skills of online tutors. Surveys were sent to tutors in a math coaching program in Sweden. The tutors felt that the professional skills described in the badges were important. Younger tutors and those at certain hubs reflected on their coaching abilities more often. While badges could increase reflection and motivation, tutors also expressed concerns about increased monitoring, competition with peers, and a focus on badges over coaching. The limitations seemed more prominent than the benefits of badges for tutor development.
Research in online, blended and web facilitated learningstefanstenbom
The document discusses current topics in online and blended learning research including educational research methods, qualitative and quantitative research, MOOCs, learning analytics, connectivism, the difference between innovation in education versus technology, and the Community of Inquiry framework which examines teaching, cognitive, and social presence. It also provides information on an upcoming blended learning course at KTH covering teaching strategies and design for online and blended learning.
CSSHE 2014 Congress - Online Coaching as a Relationship of Inquirystefanstenbom
The document describes an online math coaching program called Math Coach that was started in 2009 in Sweden. Volunteer coaches from universities provide math support to students aged 12-19 online from 5-8pm during semesters. Over 8,000 hours of conversations have been archived from over 16,500 conversations. The program is based on Vygotsky's zone of proximal development and Bloom's 2 sigma problem. The relationship between coaches and students is analyzed using a modified community of inquiry framework called the relationship of inquiry framework, which examines teaching, cognitive, social, and emotional presence. A survey found high ratings in these presences. Transcripts are also being analyzed to understand the model further.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The document discusses various aspects of photography and sharing photos online. It covers topics like camera sensors, focus, ISO, shutter speed, aperture, color temperature, lighting, use of tripods and zooms. It also discusses directly sharing photos via email, MMS or services, as well as sharing on social networks. Uploading photos for one's own use on the web is mentioned as well.
Digital Badges for in-service training of online tutorsstefanstenbom
This study evaluated the use of digital badges to develop the skills of online tutors. Surveys were sent to tutors in a math coaching program in Sweden. The tutors felt that the professional skills described in the badges were important. Younger tutors and those at certain hubs reflected on their coaching abilities more often. While badges could increase reflection and motivation, tutors also expressed concerns about increased monitoring, competition with peers, and a focus on badges over coaching. The limitations seemed more prominent than the benefits of badges for tutor development.
Research in online, blended and web facilitated learningstefanstenbom
The document discusses current topics in online and blended learning research including educational research methods, qualitative and quantitative research, MOOCs, learning analytics, connectivism, the difference between innovation in education versus technology, and the Community of Inquiry framework which examines teaching, cognitive, and social presence. It also provides information on an upcoming blended learning course at KTH covering teaching strategies and design for online and blended learning.
CSSHE 2014 Congress - Online Coaching as a Relationship of Inquirystefanstenbom
The document describes an online math coaching program called Math Coach that was started in 2009 in Sweden. Volunteer coaches from universities provide math support to students aged 12-19 online from 5-8pm during semesters. Over 8,000 hours of conversations have been archived from over 16,500 conversations. The program is based on Vygotsky's zone of proximal development and Bloom's 2 sigma problem. The relationship between coaches and students is analyzed using a modified community of inquiry framework called the relationship of inquiry framework, which examines teaching, cognitive, social, and emotional presence. A survey found high ratings in these presences. Transcripts are also being analyzed to understand the model further.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The document discusses various aspects of photography and sharing photos online. It covers topics like camera sensors, focus, ISO, shutter speed, aperture, color temperature, lighting, use of tripods and zooms. It also discusses directly sharing photos via email, MMS or services, as well as sharing on social networks. Uploading photos for one's own use on the web is mentioned as well.
2. Undervisning
1. Intention, avsikt. Det skall finnas kunskaps- eller
värdemål som är kända för de inblandade och som
går att stämma av emot.
2. Interaktivitet. Det man ska lära bearbetas i ett
växelspel på minst två sätt, till exempel lyssna,
skriva och diskutera.
3. Intersubjektiv. Kommunikation mellan minst två
personer, till exempel man får skriftlig eller muntlig
respons.
4. Lärande sker eller den lärande har intention att lära.
Hämtad 2013-02-28 från http://sv.wikipedia.org/wiki/Undervisning
3. Constructive Alignment
Vad skall eleven kunna?
Mål (förväntade läranderesultat)
Aktiviteter Bedömning
Vad skall eleven göra?
Vad skall eleven visa?
4. Mål på olika nivåer
Skollagen
Läroplan
Kurs
Modul
Lektion
Lektionsdel
…
6. Nivå Steg Beskrivning Verb
Hög Skapa Sätta samman delar från en Generera, ställa upp hypoteser.
Komplex sammanhängande eller Planera, designa. Producera,
funktionell helhet, organisera konstruera.
om delarna i nya mönster eller
strukturer.
Bedöma Göra värderingar och Kontrollera, koordinera, påvisa,
bedömningar baserade på kartlägga, prova ut. Kritisera,
kriterier och normer. fälla omdöme. Särskilja, urskilja,
karakterisera, fokusera, välja.
Analysera Bryta ner ett material i dess Organisera, se sammanhang,
beståndsdelar och avgöra hur integrera, ange huvuddragen,
delarna relaterar till varandra utföra textanalys, strukturera.
och till helheten, strukturen eller Hänföra, dekonstruera.
ett övergripande syfte.
Pettersen, (2008), Elmgren, M. & Henriksson, A. (2010)
Framåt- Tillämpa Utföra något eller använda en Verkställa, utföra. Förverkliga,
strävande modell, procedur eller liknande i använda.
en given situation.
Bakåt- Förstå Skapa mening av instruktioner, Tolka, klargöra, omformulera,
strävande inkluderar muntlig, skriftlig och översätta, återge. Exemplifiera,
grafisk kommunikation. illustrera, klassificera,
kategorisera, inordna. Summera,
abstrahera, generalisera. Sluta
sig till, konkludera, extrapolera,
inflika, förutse, jämföra,
kontrastera, kartlägga, para ihop.
Förklara, konstruera modeller.
Låg Minnas Hämta relevant kunskap i Känna igen, identifiera.
Enkel långtidsminnet. Återskapa, påminna sig.
7. Constructive Alignment
Vad skall eleven kunna?
Mål (förväntade läranderesultat)
Aktiviteter Bedömning
Vad skall eleven göra?
Vad skall eleven visa?
8. Examination / Bedömning
Vad ska studenterna göra för att visa att de har uppnått
målen?
- Kommer det här på tentan?
10. Constructive Alignment
Vad skall eleven kunna?
Mål (förväntade läranderesultat)
Aktiviteter Bedömning
Vad skall eleven göra?
Vad skall eleven visa?
Editor's Notes
SkollagsexempelUtbildningen inom skolväsendet syftar till att barn och elever ska inhämta och utveckla kunskaper och värden. Den ska främja alla barns och elevers utveckling och lärande samt en livslång lust att lära. Utbildningen ska också förmedla och förankra respekt för de mänskliga rättigheterna och de grundläggande demokratiska värderingar som det svenska samhället vilar på.För varje skolform och för fritidshemmet ska gälla en läroplan som utgår från bestämmelserna i denna lag. Läroplanen ska ange utbildningens värdegrund och uppdrag. Den ska också ange mål och riktlinjer för utbildningen.LäroplanMålSkolans mål är att varje elev• kan göra och uttrycka medvetna etiska ställningstaganden grundade på kunskaper om mänskliga rättigheter och grundläggande demokratiska värderingar samt personliga erfarenheter,• respekterar andra människors egenvärde,• tar avstånd från att människor utsätts för förtryck och kränkande behandling, samt medverkar till att hjälpa andra människor,• kan leva sig in i och förstå andra människors situation och utvecklar en vilja att handla också med deras bästa för ögonen, och• visar respekt för och omsorg om såväl närmiljön som miljön i ett vidare perspektiv.Kursidentifiera och analysera tekniska lösningar utifrån ändamålsenlighet och funktion, • identifiera problem och behov som kan lösas med teknik och utarbeta förslag till lösningar, • använda teknikområdets begrepp och uttrycksformer, • värdera konsekvenser av olika teknikval för individ, samhälle och miljö, och • analysera drivkrafter bakom teknikutveckling och hur tekniken har förändrats över tid.ModulLektion
Utifrån elevens perspektiv är det bedömningen som definierar vad man skall kunna.Studenterna läser det som de tror att de kommer att examineras på. Detta kallas för ”backwash” (Elton, 1987), svallvåg på svenska. Examinationen kommer att skölja tillbaka över kursen och påverka studenternas lärande mer än vad undervisningsschemat gör.
Tre första har en formativ funktion,
VAD SKALL ELVEN GÖRA???INTE VAD LÄRAREN SKALL GÖRA!!GO BANANAS!!