5. Student Responsibilities
• to take note of the objectives
•
•
which must be realized and
demonstrated in evaluations;
to select and implement the
appropriate learning activities
in
order
to
realize
the
objectives, and;
to inform the instructor about
the
difficulties
(insufficient
access to information, inconsistencies,
lack
of
organization,
etc.)
they
experience in realizing the
objectives, despite the help on
offer.
6. Instructor Responsibilities
• to specify which objectives
can be pursued in the
course;
• to develop and implement
an evaluation system which
enables the instructor to
verify to what extent students
have achieved the objectives
after completion of the
course, and;
• to develop a support
system to help students realize the stipulated objectives.
7. “The key is that all components in the teaching
system –the curriculum and its intended
outcomes, the teaching methods used, the
assessment tasks – are aligned to each other.
All are tuned to learning activities addressed in
the desired learning outcomes. The learner
finds it difficult to escape without learning
appropriately.”
Constructive alignment (Biggs, 2003)
10. Alignment: Learning Objectives & Activities
The
course
objectives
determine
which
learning
activities
students
must
implement.
If one of the objectives, for
example, consists in critically
assessing the scientific articles
in their field, they must learn to
analyze these articles, identify
and situate the strengths and
weaknesses by implementing
these activities independently in
order to attain these objectives.
12. Alignment: Evaluation & Learning Objectives
Also the evaluation is adjusted
to the objectives. You cannot
verify whether the students are
able to critically assess scientific
articles by simply asking them to
discuss an article, which has
already been discussed in
class, or to list a number of key
elements.
By
means
of
evaluation, students must be
asked to critically assess a new
article independently.
13. Alignment Student Support & Objectives
Also the student support is
geared to these objectives.
For example: If the support is
limited to offering scientific
articles and an instructor who
clarifies the essence of the
articles, the students are not
stimulated to implement any
learning activities resulting in
the
attainment
of
these
objectives.
14. Importance of Learning Objectives
Simon, B. & Taylor, J. (2009)
• Student
“Students expressed relief and gratitude at being given
clear direction as to how to focus their efforts, most
notably in the lectures, and also in organizing their
studying, reviewing, and preparing for exams.”
• Instructor
“The most common point made by the instructors was that
learning goals enhanced communication, both with
students and other faculty members…the instructors
mentioned that the learning goals streamlined the
process of writing exam questions and improved
assessment.”
15. Course and Curriculum Level
• Zooming out
o
Course within a Curriculum
• Zooming in
o
Learning Objectives within a Course
16. Zooming in: Formulating Objectives
!
• Learning Objective ≠ What the instructor does during the
course.
• Learning Objective = What students must have achieved
after finishing the course.
Student centred !!
18. Zooming in: Formulating Objectives
Learning Objective:
"At the end of the course the student(s) should be able to
explain the different phenomena using the fundamental
physical principles on which weather and climate science is
based.”
19. Zooming in: Formulating Objectives
ACTIVITIES
"At the end of the course the student(s) is deemed to be able
to provide an explanation for different phenomena based on
fundamental physical principles on which weather and
climate science is based.”
CONTENT
20. Zooming in: Formulating Objectives
FORMULATING
Different levels of concretization:
o
o
Concretization of activities (verbs)
Concretization of content
21. Advanced Tips and Tricks
SMART-principle, Doran (1981)
An objective must be:
1. Specific (This means the goal is clear and unambiguous;
without vagaries and platitudes.)
2. Measurable (Need for concrete criteria for measuring
progress toward the attainment of the goal.)
3. Attainable (The goals are neither out of reach nor below
standard performance.)
4. Relevant (choose goals that matter.)
5. Timely (A commitment to a deadline helps focus
their efforts on completion of the goal.)
23. Alignment Evaluation & Activities
Evaluation
and
learning
activities are closely connected.
As soon as students know that
the evaluation will consist of
providing a critical assessment
of a scientific article, they will
gear their learning activities to
this type of evaluation. They will
study in a particular way and
process the subject matter
accordingly.
24. Alignment Student Support & Activities
The aforementioned also
indicates
the
connection
between the support of
students and their learning
activities.
For example: Each teaching
method should aim to trigger
a specific learning activity.
25. Alignment Support & Characteristics
The support must be adjusted
to the student characteristics
in order for the students to
implement the desired learning
activities.
By offering effective support
student characteristics can even
be changed and by selecting
articles, which correspond to
students’
personal
interests, their motivation for a
particular field can be increased.
26. Alignment Evaluation & Support
Finally, evaluation and support
are closely connected.
Students are prepared for the
evaluation by means of the
information
offer,
working
methods, study material and
instructors. The support is
therefore
geared
to
the
evaluation.
30. LEARNING ACTIVITIES
In order to attain the objectives, students
must implement specific learning activities.
Examples of learning activities are:
memorising certain data, following the
instructor's reasoning in a lecture, looking
for connections between elements of the
subject matter, looking up and selecting
relevant information, etc. Only by practicing
independently, memorising, analysing, etc.
students are able to learn.
What students learn depends on the quality
and quantity of their own learning activities.
31. LEARNING ACTIVITIES
Students will have to perform various learning activities to achieve the
desired learning objective whereby one activity builds on the other.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of
educational objectives: Handbook I: Cognitive domain. New York: David McKay, 19, 56.
Fink, L. D.. (2003) Creating significant learning experiences: An
integrated approach to designing college courses. San Francisco:
Jossey‐Bass.
32. TEACHING METHODS (organization)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention.
Inform learners of objectives.
Stimulate recall of prior learning.
Present the content.
Provide “learning guidance”.
Elicit performance (practice).
Provide feedback.
Assess performance.
Enhance retention and transfer to the job.
… 9 events of instruction …
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1979). Principles of instructional design.
33. Selection of the appropriate medium
https://research.usc.edu/usc-symposium-on-digitalmedia-research-education-and-innovation/
34. Visions on Media in Education
Device
Learning Objectives
Technological Approach
Learning Objectives
Media Approach
Learning Objectives
Didactic Approach
Media-attributes
Device
Support
Media-attributes
Device
Everything is almost possible with everything … (Dillemans et al., 1998)
Elen, J. (2000). Technologie voor en van het onderwijs: een inleiding in onderwijstechnologische inzichten en realisaties. Acco.
Dillemans, R., Lowyck, J., Van der Perre, G., Claeys, C., & Elen, J. (1998). New technologies for learning: Contribution of ICT to innovation in education. Leuven University Press.
35. Teaching Method and Medium
Sugrue, B. M., & Clark, R. E. (2000). Media selection for training. In S. Tobias & D. Fletcher (Eds.), Training & Retraining: A Handbook for
Business, Industry, Government and the Military. New York, NY: Macmillan.
36. TEACHING METHOD: short summary
To provoke learning activities by
students teaching methods are
used.
• Hierarchical proces of achieving
learning activities.
• Selection of most appropriate
teaching method (based on
learning objectives, influencial
and student characteristics) to
achieve the desired learning
activities.
• Selection of most approriate
medium to operationalize this
teaching method.
