A1260944306tAYKh - PowerPoint PPT Presentation

Title: A1260944306tAYKh


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APPLIED LEARNING Making It As Powerful As
Possible
Presentation by L. Dee Fink, Ph.D. Instructional
Consultant in Higher Education
Conference on Applied Learning in Higher
Education Missouri Western State
University February 23-24, 2007
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Quality of Student Learning
Traditional Teaching
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• Question
• What problems or issues have you encountered,
  when you use Applied Learning?
• Answers

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INTEGRATED COURSE DESIGN Key Components
Learning Goals
S i t u a t i o n a l F a c t o r s
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Criteria of GOOD Course Design
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Feedback Assessment
• Integration

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Feedback Assessment
• Integration

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INTERACTIVE COURSE DESIGN Key Components
Learning Goals
S i t u a t i o n a l F a c t o r s
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Criteria of GOOD Course Design
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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A HIGH QUALITY LEARNING EXPERIENCE
END of the course
AFTER the course
DURING the course
1. Students are ENGAGED in their learning.
3. Their learning ADDS VALUE to their lives.
2. Their effort results in SIGNIFICANT LEARNING
that LASTS.
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A HIGH QUALITY LEARNING EXPERIENCE
END of the course
AFTER the course
DURING the course
1. Students are ENGAGED in their learning.
3. Their learning ADDS VALUE to their lives.
2. Their effort results in SIGNIFICANT LEARNING
that LASTS.
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Taxonomy of Significant Learning
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Taxonomy of Significant Learning
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Writing Good Learning Goals My hope is that, by
the end of this course, students will
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• In a course with significant learning, students
  will
• Understand and remember the key concepts, terms,
  relationship, etc.
• Know how to use the content.
• Be able to relate this subject to other subjects.
• Understand the personal and social implications
  of knowing about this subject.
• Value this subject and further learning about it.
• Know how to keep on learning about this subject,
  after the course is over.

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Start by thinking about your end-of-course
  learning goals NOT the learning activities.
• Teaching/Learning Activities
• Feedback Assessment
• Integration

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• Write Out
• What are the 2-3 most important kinds of learning
  that you want students to get from your Applied
  Learning course?

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Feedback Assessment
• Integration

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INTERACTIVE COURSE DESIGN Key Components
Learning Goals
Teaching Learning Activities
S i t u a t i o n a l F a c t o r s
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Criteria of GOOD Course Design
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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Holistic Active Learning

• Experience
• Doing, Observing
• Actual, Simulated
• Rich Learning Experiences

• Reflection
• About the
• Subject
• Learning Process
• Via Journaling, Learning Portfolios

• Information Ideas
• Primary/Secondary
• In-class, out-of-class, online

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Multiple Activities that Promote ACTIVE LEARNING

Case


Stories




studies

(can be

accessed
Gaming,

via film,

Simulations
Lectures,
literature,

Role play


textbooks


oral history)


Course


Students can reflect,



Teacher can assign
students
website

and then engage in
to "directly experience"
ONLINE

various kinds of



Internet

Students can engage in

dialogue online.


"indirect" kinds of experience

online

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• RICH LEARNING EXPERIENCES
• WHAT ARE THEY?
• Learning experiences in which students are able
  to simultaneously acquire multiple kinds of
  higher level learning.
• WHAT ARE SOME EXAMPLES?
• In-Class
• Debates
• Role playing
• Simulations
• Dramatizations
• Outside of Class
• Service learning
• Situational observations
• Authentic projects

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• REFLECTIVE DIALOGUE
• With Whom?
• Oneself (journaling, learning portfolios)
• Others (teacher, other students, people outside
  class)
• About What?
• Subject of the Course
• What is a correct understanding of this concept
  or topic?
• Learning Process
• What am I learning?
• How did I learn best, most comfortably, with
  difficulty, etc.?
• Of what value is this?
• What else do I need to learn?

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• REFLECTIVE DIALOGUE
• Written Forms?
• One-minute papers
• Weekly journal writing
• Learning portfolios (end-of-course,
  end-of-program)

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Add reflective writing, to your Applied Learning
  Experience
• Feedback Assessment
• Integration

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• Write Out
• How could you incorporate reflective writing into
  your Applied Learning course?

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Feedback Assessment
• Integration

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INTERACTIVE COURSE DESIGN Key Components
Learning Goals
Feedback Assessment
S i t u a t i o n a l F a c t o r s
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Criteria of GOOD Course Design
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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Feedback and AssessmentEDUCATIVE ASSESSMENT
Self-Assessment
Criteria and Standards
FIDeLity Feedback
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Fwd-Looking Assessment Right Kind of Task
Clear Criteria Standards
Opportunities for Self-Assessment
Good Feedback
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Creating Good Criteria Standards An Example

• Course Physics - Electronics Lab for Majors
• Overall Learning Goal design, construct,
  assess electronic apparatus to measure physical
  properties.
• CRITERIA for
• Design the apparatus
• Conceptualize the problem
• Use a computer program to design
• Identify level of accuracy precision needed
• Construct the apparatus
• Effective
• Efficient
• Robust

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STANDARDS Some Examples

• Design Conceptualize the problem
• Considers errors, accuracy, precision
  first. Still focused on the immediate but
  considers possible improvements.
• -- Cannot start or continue, even with a few
  hints. Needs everything laid out.
• Construct Construct a robust instrument
• Instrument has been designed in a way that it
  can be dropped and it will still work properly.
• -- Durability was not built into the
  instrument. It is fragile.

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SELF-ASSESSMENT Some Tips

1. Need clear Criteria and Standards
2. Have the class help build the criteria and
   standards for a project BEFORE they begin the
   project.
3. Have students, AFTER the project, write an
   individual self-assessment of their work.
4. Give them feedback on how thorough and how
   accurate their self-assessment is.

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Feedback Assessment
• Make sure you create good rubrics
• Add opportunities for self-assessment
• Integration

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• Write Out
• What could you do, to either
• Clarify your grading rubric, or
• Add opportunities for self-assessment?

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Feedback Assessment
• Integration

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INTERACTIVE COURSE DESIGN Key Components
Learning Goals
S i t u a t i o n a l F a c t o r s
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Criteria of GOOD Course Design
Significant Learning
Teaching Strategy
Educative Assessment
Active Learning
S I T U A T I O N A L F A C T O R S
In-Depth Situational Analysis
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• TEACHING STRATEGY
• A particular COMBINATION of learning activities
• arranged in a particular SEQUENCE

• Two Examples
• Team-based learning
• Problem-based learning

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CASTLE-TOP DIAGRAM A Tool for Identifying
Your TEACHING STRATEGY
Mon Wed Fri Mon
Wed Fri
In-Class Activities ? ? Assessmt Feedback
Out-of-Class Activities ? ?
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• GOOD TEACHING STRATEGY
• Is DIFFERENTIATED and INTEGRATED
• Incorporates the principles of good learning
  processes, e.g.
• Builds on students prior knowledge
• Finds a connection to something they value
• Enables students to dialogue about the meaning
  and use of the content
• Uses both right brain left brain activities
• Enables/encourages different learning styles

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TUES Hmwk THURS Hmwk
1
2
3
4




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14
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• INTEGRATED COURSE DESIGN
• Learning Goals
• Teaching/Learning Activities
• Feedback Assessment
• Integration
• Think carefully about what activities you could
  put before or after your Applied Learning
  activity, that would enhance its impact on
  students.

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• Write Out
• What are 1 or 2 activities that I could put
  before or after my Applied Learning experience,
  that would enhance its impact on students?

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• INTEGRATED COURSE DESIGN
• Learning Goals
• Start by thinking about your end-of-course
  learning goals NOT the learning activities.
• Teaching/Learning Activities
• Add reflective writing, to your Applied Learning
  Experience
• Feedback Assessment
• Make sure you create good rubrics
• Add opportunities for self-assessment
• Integration
• Think carefully about where you put your Applied
  Learning Experiences in the course.

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Quality of Student Learning
Traditional Teaching
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• IMPACT?
• Increased STUDENT ENGAGEMENT
• Improved quality of STUDENT LEARNING
• Increased awareness of the VALUE of what they
  have learned

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THE END!
Higher Education Lets make it all that
it can be and needs to be!