Learning Outcome Clinics

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Learning Outcome Clinics

• Virve Pekkarinen 2009

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How to create learning Outcomes?

• A well written learning outcome includes
• A verb that decribes what the learner is expected
  able to do (know, understand and/or be able to
  demonsrate) at the end of a course
• Word/ phrase that describes the object of the
  verb and gives the context
• Word or words that are used as learning
  indicators (they demonstrate weather learning
  has been achieved) -gt starting point for
  evaluation

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Learning Outcomes, Blooms Taxonomy (revised)
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Learning Outcome parts
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For example
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Avoid using these words, e.g.

• Understand
• Realize
• Know
• Be acquainted
• Learn
• Be familiar with

• Be exposed to
• Be aware of
• Attain general overview

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Why?

• Completing a course requires that the student has
  achieved courses learning outcomes. Thats why it
  is important to be able to evaluate the learning
  outcomes.
• Before mentioned verbs and words describe action
  that is not visible. Therefore it is difficult or
  almost impossible to evaluate whether the student
  has achieved learning outcomes.
• These verbs and words can be, in most cases,
  replaced with verbs that reflect the same level
  of learning, but can be more easily evaluated
  (e.g. verbs according Blooms taxonomy).

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Verbs for definingLearning Outcomes, e.g. (based
on revised Blooms taxonomy)

• Remembering may be defined as the ability to keep
  in mind or to recall things without necessarily
  understanding them. For instance, the following
  verbs may be used for evaluating the ability to
  remember Organise, gather, define, describe,
  find, recognise, list, remember, name, present,
  cite, recall, repeat, demonstrate, tell
• Understanding may be defined as the ability to
  interpret learnt information. For instance, the
  following verbs may be used for evaluating the
  level of understanding Change, classify, defend,
  separate, discuss, assess, explain, generalise,
  locate, predict, report, paraphrase, select,
  solve, translate.
• Application may be defined as the ability to use
  the learnt material in new contexts or as the
  ability to solve problems with the help of ideas
  and concepts. For instance, the following verbs
  may be used for evaluating the ability to apply
  knowledge Apply, count, change, select,
  complement, build, develop, put into practice,
  produce, proportion, use.

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• Analysing may be defined as the ability to break
  information up into components and to look for
  the relationships and ideas between them (an
  understanding of the organisational structure).
  For instance, the following verbs may be used for
  evaluating the ability to analyse Analyse,
  organise, break up into parts, count, categorise,
  classify, compare, combine, juxtapose, criticize,
  try out, question, test
•  
• Assessment may be defined as the ability to
  assess the relevance of a learnt skill or piece
  of information in a certain context or for a
  certain purpose. For instance, the following
  verbs may be used for evaluating the ability to
  assess Categorise, gather, combine, generalise,
  deduce, do, shape, plan, prepare, propose,
  reorganise, revise, rewrite, sum up.
• Creativity may be defined as the ability to
  assess and to put a value on materials in terms
  of their relevance for a particular purpose and
  as the ability to produce something new. For
  instance, the following verbs may be used for
  evaluating the ability to create Draw a
  conclusion, criticise, interpret, justify,
  measure, predict, recommend, distinguish between,
  convince.

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Example (University of Oulu)

• 488301A MICROBIOLOGY
• Timing (term, periods) Amount of guided teaching
  Scope (op, ects)
• Autum, 2 3 24 h lectures and 30 h practicals
  5
• Responsible person Tomi Hillukkala, Bioprocess
  Engineering
• Laboratory
• Language of instruction Finnish (lectures) and
  English (practicals)
• Aims This course aims to teach the students the
  basics of microbiology to build a foundation
• for their future advanced studies in
  microbiology, biotechnology and environmental
• engineering.
• Objectives After completing this course, the
  student will be able to define the next a
• bacterium, a fungus, a virus and Archaea, and
  further, give examples of structurally different
• microbes and list microbes by their energy
  metabolism and carbon sources. The student will
• be able to evaluate the cultivation, enrichment
  and prevention methods of microbes,
• and, under supervision, apply this knowledge at
  the laboratory practica. The student will be
• able to explain the diffent microbial cycles of
  substances on Earth and, the waste
• decontamination methods based on these cycles.
  He/she will be able to judge how microbes
• and enzymes could be applied in industry.

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• Contents The lectures give the basics of general
  and applied microbiology. The
• classification of microbes, especially bacteria,
  the structural and functional characteristics,
• and physiology and growth of prokaryotic cells
  importance of microbes in different
• ecosystems, and applications of microbes in
  industry will be presented. The practicals
• include Aseptic and sterile techniques, basic
  microbiological methods (inoculation,
• culturing on solid and liquid media, measurement
  of growth), observation and
• identification by using a microscope.
• Working methods Lectures, lecture diary,
  practical exercises, laboratory note book, final
• examination. The course is arranged in
  co-operation with the Department of Biochemistry.
  
• Assessment methods See above.
• Grading 0, 1-5
• Study material Lectures Madigan MT, Martinko JM
  Parker J Brock Biology of Micro-
• organisms. Prentice Hall, 10th or later edition
  Salkinoja-Salonen M (ed.) Mikrobiologian
• perusteita. University of Helsinki, 2002.
  Practicals Course hand-out.

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More examples

• University of Oulu
• http//www.oulu.fi/bioprocess/Osaamistavoitteet_ku
  rssikuvaukset_2008-2010_BPT_vain_engl_.pdf

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References

• W5W2 hankkeen laatima opas Näin asennat
  osaamistavoitteet opetussuunnitelmaasi Laaja
  oppimäärä. 7.1.2009
• KM-tiedekunnan opinto-opas
• Lindblom-Ylänne, S. Nevgi, A. (toim. ) 2003.
  Yliopisto- ja korkeakouluopettajan käsikirja.
  Helsinki Werner Söderström.
• Biggs, J. 2003. Teaching for quality learning at
  university what the student does. Ballmoor,
  Buckingham Society for Research into Higher
  Education, Open University Press.
• www.opetuki.tkk.fi/suju
• http//www.apa.org/ed/new_blooms.html

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Opetuksellinen lähestymistapa
Opetuksen suunnittelu
Kohderyhmä kompetenssit
Tavoite
Sisältö
Menetelmät
Arviointi
Työelämän ja yhteis-kunnan tarpeet millaisia
kompetens-seja insinööreillä tulisi olla?
Mitä opiskelijoiden tulee tietää ja osata
valmistuessaan, mitä opiskelijoiden tulee tehdä
saavuttaakseen tarvittavat tiedot, taidot ja
kompetenssit?
Millaiset sisällöt ja asiat ovat olennaisia
tavoitteiden saavuttamisen kannalta?
Mitä opiskelija tekee / miten opettaja opettaa,
jotta tavoitteet saavutetaan ja toivotut
kompetenssit kehittyvät?
Miten oppimista arvioidaan? Miten saadaan
selville, onko tavoite saavutettu? Lopputuloksen
/ prosessin arviointi?
L I N J A K K U U S

• Mitä kompetensseja nykyinsinööriltä vaaditaan?
• Substanssiosaaminen
• Tiedonhakutaidot
• Asiantuntijatyöskentely ja tiedon jakaminen
• Tiimityö- ja vuorovaikutustaidot
• Projektityöskentelytaidot
• Viestintä- ja kielitaidot
• .

Millaisia tavoitteita? Prosessitavoite,
produktitavoite, opetustavoite, oppimistavoite

• Esim. ydinainesanalyysi
• Ydinaines
• Täydentävä tietämys
• Erikoistietämys

YTO Aktivoiva Tutkivaopetus oppiminen
Case PBL

• Vaihtoehtoiset arviointikäytänteet,mm.
• Ryhmätentti
• Autenttinen tilanne
• Simulaatiot
• Projektityö
• Oppimispäiväkirja
• Mielle-/käsitekartta
• Itse-/vertaisarviointi