Outcome-based Learning

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Outcome-based Learning Powered By Docstoc
					1
Introduction
 The activities described in the following slides
  have no specific discipline restriction. They
  can be used or applied to most of our courses
  in the Department.
 There will be separate powerpoints for
  individual categories of activities.
 Further information can be found in Penn State
  World Campus site.
 Additional sources will be added wherever
  necessary.
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Teaching Strategies
   Developing critical thinking                            Reading skills [can be
       Using examples                                       adapted to other
            Everyday life                                   applications]
            Reflective journal                                       Problem-posing
             assessments
                                                                      Framing
       Create thinking time and
                                                                      Question-generating
        space
                                                                      Believing and doubting
       Collaborative learning
                                                                      Evidence-finding
       Creating dissonance
                                                                      Case
                                                                      Norming session
                                                                      “Rough draft workshop”
                                                                      Metacognitive

                                   Source: Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ:
3                                  Teaching Development Unit, University of Waikato.
Guidelines and Rationale
 A separate file for this topic
 Sources
     Chippewa Valley Technical College (CVTC)
     Michigan State University (MSU)

     The University of New South Wales (UNSW)

     Tracy Penny Light from the University of
      Waterloo in 2004



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Initiation
 Course    Beginning      Students’ self-
                            introduction (brief
    [Please refer to        biography
    Penn State World       Personal home page
    Campus]                Representation or
                            collages




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Themes of Activities_1
 Problem-based              Case studies
    Learning [Please         Problem-based activity
    refer to Penn State      Interactive case studies
                              using “Quandry”
    World Campus]




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Themes of Activities_2
 Communication                Guided discussion
                                forums
     [Please refer to
                               Interview
      Penn State World
                               Guest lecturer
      Campus]
                               Pen pals
     Examples from
                               “Ask an expert”
      Michigan State
                               Open forum
      University (MSU)
                               Students-as-teachers
     A separate file for
                               Polling, debates, and
      an activity from          fishbowls using “course
      MSU                       talk”
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Themes of Activities_3
 Foster   interaction       Instructor – Students
                             Students – Content
     Examples from
      Michigan State         Student - Student
      University (MSU)
     Examples from
      Chippewa Valley
      Technical College
      (CVTC)

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Themes of Activities_4
 Projects    [Please        Design projects and
    refer to Penn State       prototypes
    World Campus]            Simulations
                             Build-as-you-go project
                             Modifying graphics




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Themes of Activities_5
 Foster                Techniques from
                         Michigan State
     participation       University (MSU)




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Themes of Activities_6
 Collaboration      [A separate powerpoint
                      on collaborative
                      learning]
                     [More examples offered
                      in ultimedia
                        ducational esource
                      for earning and nline
                      Teaching (         )
                      website]


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Themes of Activities_7
 Experiential      [A separate powerpoint
                     on experiential learning]
     learning




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Themes of Activities_8
 Self   assessment      [A separate powerpoint
                          on self assessment as a
                          learning activity]




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Selected Activities_1
 Conceptual                    Professional
     learning                   development
     [University of             learning activity
     Maryland                   [The Institute of
                                Chartered
     University College         Accountants of
     (UMUC)                     Nova Scotia
        A separate file for    (ICANS)]
         this activity              A separate file for
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                                     this activity
Selected Activities_2
 Creating    an                PizzaExplorer
     individual learning        [Purdue University
     contract                   (PU)]
     [California State
                                    A separate file for
     University at
                                     this activity
     Chico, School of
     Social Work
     (CSUC_SW)]
        A separate file for
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         this activity
Selected Activities_3
 A number       of             Communication
     activities from            [Examples of
     MERLOT                     netiquette in MSU
        A separate file for    can be modified to
         this activity          meet course’s
                                requirement]
                                    A separate file for
                                     this activity
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Further attachments
 Active     learning         Spiller, D. (2009).
     activities from the       Teaching strategies
     Centre for                to promote the
                               development of
     Teaching
                               student’s learning
     Excellence of the         skills. NZ: Teaching
     University of             Development Unit,
     Waterloo in               University of
     Canada                    Waikato.
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Additional References
    Beard, C. & Wilson, J. P. (2002). The power of experiential
     learning: A handbook for trainers and educators. London:
     Kogan Page.
    Boud, D. (1995). Enhancing learning through self
     assessment. London: Kogan Page.
    Brooks-Harris, J. E. & Stock-Ward, S. R. (1999).
     Workshops: Designing and facilitating experiential
     learning. Thousand Oaks, CA: Sage.
    Sampson J. & Cohen, R. (2001). Strategies for peer
     learning: Some examples. In Boud, D., Cohen, R., &
     Sampson, J. (Eds.), Peer learning in higher education:
     Learning from & with each other (pp. 35-49). London:
     Kogan Page.
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