Development Studios for
ENG Programmes
Studio 2: Defining the content
13.1.2016
Maire Syrjäkari, Riikka Rissanen, Lena Levander, Maria Clavert ja Maurice Forget
Development Studios, the structure
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ENG STUDIOS
Teaching Partner
Maire Syrjäkari,
[email protected]
Riikka Rissanen,
[email protected]
Maria Clavert,
[email protected]
Integrated Communication
Maurice Forget,
Lena Levander,
[email protected]
[email protected]
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Development Studios, the timeline
CS1
Preassignment
DL
20.11.2015
CS2
13.1.2016
Content
3.12.2015
Goals
CS4
CS5
17.2.2016
Methods,
6.4.2016
?
18.5.2016
Strategic
Planning
Assessment
& Workload
Home
group
Reading
Course plan
CS3
Course plan v.
1.0 DL 8.1.16
Home
group
Reading
Course plan
Home
group
Home
group
Reading
Course plan
v.1.5
DL 18.3.16
Home
group
Reading
Course plan
final versio
DL 15.4.16
Development plan for the Programme DL
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ENG STUDIOS
Course Design level Learning outcomes
After the studios, you will be able to:
• Design your own course based on the principles of aligned teaching and
the special characteristics of your own field
• plan and design your own course as the part of programme planning
• apply the learning-centered approach in your course
• assess and justify your pedagogical choices and decisions
• give constructive feedback on peer’s course plan and receive feedback
from peers
ENG STUDIOS
Programme level Learning outcomes
After the studios, you will be able to:
• Recognise the current state of your programme
• Develop your programme collaboratively with your groups (tsek eng
handbook)
• Review your programme based on the principles of aligned teaching and the
special characteristics of your own field
• Review and ensure how the courses are related to programme goals
• Review and ensure the learning-centered approach in your programme
• Review the pedagogical choices and decisions in your programme
• Give constructive feedback to your programme group and individual teachers
and receive feedback from peers
Planning ”constructively aligned” course
The concept of ”constructive
alignment” is related to constructivistic
approach on learning (Biggs 1996, 2003)
Constructive alignment means that the
components in the teaching system,
especially the teaching methods used
and the assessment tasks, are aligned
with the learning activities assumed in
the intended learning outcomes.
The teacher's job is to create a learning
environment that supports the learning
activities appropriate to achieve the
intended learning outcomes.
2. Content
selection
4. Assessment
methods
1. Intended Learning
Outcomes (ILOs)
3. Teaching /
5. Workload and
learning
study time
activities
allocation
Learning environment
Biggs (1996). Enhancing teaching through constructive alignment,
Higher education, 32, 1: 1-18.
Programme
ENG
Development
Studios for
Programmes
Session
Course
STUDIO 2 Learning outcomes
After this session participants will be able …
• understand the the idea of core content analysis on
the course and programme levels
• practice how to select the content to your course
• review the programme readiness
Agenda of today
Homework: Course plans v. 1.00, homegroups
status & ILOs (Intended Learning Outcomes)
Input: Exploring some viewpoints when identifying
the content, Lena
Hands on: Core Content Analysis in a course /
programme level (alignment between programme
and courses)
For the next time: Core Content analysis,
continued
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1. Assignment from studio 1: Prepare the first version of course
plan v. 1.00 (individual task)
1. Famialiarize yourself/selves with Biggs and Tang: Teaching for Quality Learning at
University, Chapter 7: Designing intended learning outcomes
2. You find a course plan document from MyCourses/Materials/Documents…folder
3. Define / update the learning outcomes for your course.
4. What are the learning outcomes of the module and/or the programme to which your course
includes? Notice the relationship between the learning outcomes of your course and the
major/module/programme.
5. Pay attention to general skills e.g. interaction skills, academic writing, problem-solving
skills, teamwork skills etc.
6. What is the position of your course in a programme? What have the students studied
before your course (which courses? Prerequisites?) What will be their next course after
your course?
7. Name it: your first name_courseplan_v1.00
8. Submit on MyCourse/ Course plan discussion forum” on your groups space DL 8.1.2016
Biggs and Tang 2011, Designing inteded learning outcomes chapter 7
2. Assignment from studio 1: Aligning course ILOs to the programme
ILOs (Individual and group task)
1. Famialiarize yourself/selves with Biggs and Tang: Teaching for Quality Learning at
University, Chapter 7: Designing intended learning outcomes
2. You find your Programme’s ILOs matrix from MyCourses your group’s folder
(materials)
3. The teachers of courses consider what programme ILO (s) each of the course ILOs
addresses in the table (matrix).
4. As the group check if all the programme ILOs are addressed by all coures as a whole?
5. Is the alignment between the programme ILOs and course ILOs balanced? Are any of
the programme ILOs being overemphasized or vice versa?
6. Are there any gaps in the programme ILOs that are not being addressed?
7. Finish the matrix and describe your thoughts and conclusions about alignment.
8. Submit your assignment dropbox in your groups workspace, DL 8.1.2016
Biggs and Tang 2011, Designing inteded learning outcomes chapter 7
3. Assignment from studio 1: Core and home group (group task)
We have formal and unformal groups related to management and development of programmes.
Real community of practice (CoP, Wenger) is a group which has shared goals and collective sense of
belonging, has open and constructive communication between its members on regular basis, and has
shared practices in doing something (e.g. tools, documentation, methods, knowledge-building..)
INDIVIDUAL WORK / GROUP DISCUSSION:
1. What is your programmes core group? Is it an already established programme development group
or some else, or combination of formal group with members from other groups or some other people
from your organisation? What are the goals of this group?
2.
What is your home group during this STUDIO process? Is it the same as core group or some
else? What are the goals of this group?
3.
What roles people have in the core & home groups? Are roles and tasks communicated,
documented and clear? Should there be some other key persons involved? What kind of
support and expertise core & home groups need and have?
Submit your group assignment to dropbox in your groups workspace, DL 8.1.2016
4.
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Group work
Course/programme level ILOs
alignment
Checking course/programme level ILOs
alignment
30 minutes for discussion in programme groups and sharing with other
programme group.
Questions to think and talk about:
 In which courses ILOS’s have have already been (cross-) checked?
 Are course level ILOS’s reviewed so that they are aligned with programmes goals (by
using the template or some other way documented)?
- Do course ILOS implement the programmes goals completely?
- Are there any overlapping/overemphasised ILOS or something totally missing? What
can be done in this situation?
 How are professional and working life skills expressed or included in ILOs (along with
substance related theoretical learning objects)?
 The programme director is responsible for the alignment of ILOS between the courses
and with the programmes’ goals, and he / she has a right to intervene in course level if
needed.
Exploring some
viewpoints when
identifying the content
Exploring some viewpoints when
identifying the content
•
•
•
•
•
Supercomplexity
Threshold concepts
Core concepts
Troublesome knowledge
Core curriculum analysis
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Supercomplexity (Barnett)
• The problems of our world are not just complex, they
are supercomplex.
• How do we prepare our students for the tackling of the
supercomplex world?
• How do we provide students competences that help
them to solve problems of the supercomplex world?
• What kind of learning do we need to enhance?
• What does this mean to the structure, contents of the
degrees and the way we teach?
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What to teach to the students?
• Common tendency is to cram the currriculum with
courses and contents – often just following the
previous years and traditions.
• As teachers we can naively hope that transmitting
vast amounts of knowledge to students they
become experts by just absorbing it. However,
does this happen?
• How to decide about the content?
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Intended Learning Outcomes
Before identifying the content you must have
worked out the intended learning outcomes…
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Threshold concepts: concepts that help
students to see things in a new way
• Open up a new and previously inaccessible way of
understanding, interpreting, viewing something
• Transformative by involving a shift in understanding
• Probably irreversible – once understood
• Integrative – it exposes the previously hidden
• Potentially troublesome
• NOTE: Do not mix with core concepts – they are
necessary to understand but do not lead to such
change in understanding.
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Troublesome knowledge
Often threshold concepts are troublesome knowledge as they
appear counter intuitive, alien or seemingly incoherent.
Troublesome knowledge can be
• Ritual (routine and meaningless)
• Inert (passive)
• Conceptually difficult
• Alien (conflicts with our own)
• Tacit (personal implicit)
• Troublesome language
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Ideas for content analysis
• Identify the important threshold concepts and core concepts
of your dicipline area/ course, together with other teachers
and students.
• Include knowledge AND skills
• Recognize what is difficult to learn and note what causes
confusion
• Delineate what is essential to learn according to intended
learning outcomes
• Clarify relationships between concepts
• Form a coherent and logical structure of the programme/
course (module).
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Suggestion for analysis framework
Dimensions
• Scientific/ artistic knowledge
• Skills; Professional, generic and specific skills
Levels
• Must know: essential theories, concepts, models,
principles (80% of the time)
• Should know: complements and expands the must
know (15% of the time)
• Nice to know: special knowledge (5% of the time)
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MUST KNOW
SHOULD KNOW
NICE TO KNOW
Refers to knowledge and skills that
are absolutely necessary in order to
learn new knowledge and skills.
Should know includes the details
and extensions to core content
theories, models and principles.
Nice to know supplements the
core content and should know
with details.
Scientific/artistic
competence;
what does the
student know in
theory.
Professional
competence
and skills; what
the student
knows and does
in practice.
Lähde: Karjalainen, A. & Jaakkola, E. 1999. Ydinainesanalyysi. Opetusmoniste: Akateemisen opetussuunnitelman
kehittäminen. (soveltaen)
Core curriculum analysis, description
strategies
Lenght, communicativeness
• Brief implicit
• Brief explicit
Extent, clarity and comprehensiveness
• Extensive implicit
• Extensive explicit
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COFFEE BREAK
Hands on part 1
The levels of course description
STATUS
Programme, the status of the course, the study module
LEVEL
TEACHER
WORKLOAD
LEARNING
OUTCOMES
CONTENT
ASSESSMENT
Basic/intermediate/advanced studies
The teacher-in-charge
The course workload (in hours) by teaching/working method.
Defining the knowledge, skills and attitudes to be acquired on the course.
Things that are covered or worked on during the course.
The assessment methods and criteria of the course.
And in addition literature, study materials, substitutes for course, homepage, prerequisites,
grading, registration, language.
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HANDS ON the Content selection, part I
GOAL:
Review and share the big picture of programmes readiness at the
moment
HOW:
Find your programmes’ map of courses and schedules in periodic scale
on the wall.
Discuss and review the readiness of each course plan of the programme
and mark with
Time 15 min
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Programme readiness
Course planning started (ILOs ready)
Course planning has proceeded
Course planning is completed
Mark also combined courses
Course is combined from two or more
previous courses
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Hands on part 2
HANDS ON part 2, the Content selection
GOAL:
 Start or boost the content selection in course level
 Cross check content selection with learning outcomes and with other
courses
HOW:
 2 programmes working together
 Step 1 (40 min): Programmes separately (the core content analysis
template)
 Step 2 (20 min): Programmes together (sharing practices, challenges, …)
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ToDo (until 15.30)
1. Draft your course’s core content on A3 paper by using a core
content analysis template. (use post-it notes)
2. Discuss and compare core contents with our own programme
members (time 40 min).
3. Share and discuss about challenges and other observations
with peer programme (time 20 min).
MEC and WAT: 1199
CIV and EEN: 1142
SPT and GEO and GIS and REC: 1143
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HANDS ON the Content selection, part II
trigger: CDIO framework
Concieve. Design. Implement. Operate.
The CDIO Syllabus 2.0
An Updated Statement of Goals for
Engineering Education
The CDIO™ INITIATIVE is an innovative educational
1 DISCIPLINARY KNOWLEDGE AND REASONING
framework for producing the next generation of
2 PERSONAL AND PROFESSIONAL SKILLS AND
engineers.
www.cdio.org
PS. Next international meeting:
CDIO 2016 in Turku, Finland – June 12-16, 2016!
ATTRIBUTES
3 INTERPERSONAL SKILLS: TEAMWORK AND
COMMUNICATION
4 CONCEIVING, DESIGNING, IMPLEMENTING
AND OPERATING SYSTEMS IN THE ENTERPRISE,
SOCIETAL AND ENVIRONMENTAL CONTEXT –
THE INNOVATION PROCESS
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Home Assignments
Continue working with Assignments 1-3 from
contact session 1
Assignment 1: Prepare and return your course plan v. 1.0 if you have not
done it (check the assignment 1 description).
Assignment 2: Aligning course ILOs to the programme ILOs
(Individual and group task, check the assignment 2 description).
Assignment 3: Continue defining programme’s core and home group
(check the assignment 3 description).
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FOR THE NEXT TIME
Assignment 4: Content selection
 In which courses the contents have already been selected and cross-checked ecpecuially
with related courses?
 Are course contents reviewed so that they are aligned with programme’s goals
- Do course contents implement the programme’s goals completely?
- Is there too much overlapping or overemphasized content or is something totally missing?
- What can be done in this situation?
 How are professional and working life skills expressed or included in contents?
 Update your course plans with content description.
 Submit your core content analysis on MyCourse/ Course plan discussion forum” on your
groups space DL 12.2.2016
 Programme group: Prepare to give a short Program level status update (ILOs, groups,
contents, ..)
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Feedback by feelings tree
I am excited and inspired ...
I am concerned about …
I expect, I need. I’d like to…
Studio 3 17.2.2016
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