Concept Mapping and Course Outcomes Day 2 – March 16, 2011

1. Concept Mapping and Course OutcomesDay 2 – March 16, 2011 Getting Started with Instructional Design: A Hands-on Approach

2. Outcomes for Day 2 • Determine the content (subject matter) of your module, workshop, or course • describe how to develop a learning outcome • create clear and appropriate learning outcomes for the course content that you have identified

3. Overview of Day 2 • Learning Environments • Concept Mapping • Course Outcomes • Next Steps

4. Content Assessment Learning Outcome Context Strategy TLS, McGill Univeresity

5. Learning Environments

6. Learning Environment Continuum

7. Blended / Hybrid Courses “A course which includes both face-to-face meetings and online components” (Ko & Rossen, 2010, p.11) • F2F class time replaced with online activities • Blended / Hybrid courses deliver 30-79 % of content online • Not to be confused with courses that are ‘technology-enhanced’

8. Why Blend? • Serves a broader spectrum of learning styles than either classroom or online alone • Allows classroom time to be spent on different types of activities • Accommodates the independent and the social learner • Increases access (space and time independence) • Uses the best of multiple environments to increase learning

9. Maximizing Contact Time • A different use of class time – review of difficult concepts, rather than coverage of content • Time for active learning techniques, critical thinking, discussion, group work • Moves the role of the professor toward that of facilitator

10. Laurier Example (CH202)

11. Concept Mapping Getting Started

12. What Constitutes Content? Understanding of the subject matter Decisions about teaching and learning

13. Beginning the process: Intensive Writing (5 minutes) Write about the content of the course you will design during the workshop • What is the content of the course? • What is the course about? • Brainstorm the full range of possibilities!

14. What is concept mapping? • a “diagrammatic representation of meaningful relationships b/w concepts [i.e., key elements of your course]” • a “visual ‘road map’ of the key ideas [concepts, topics, etc.]” • an ongoing process... Source: Watson, 1998, p. 265

15. What is concept mapping? • a graphical way of organizing your thoughts (understanding) and showing how concepts are related or differentiated • a diagrammed series of "nodes" consisting of linked topics (core concepts) and subtopics • connections (lines between nodes) are labelled with linking words/phrases denoting how concepts are related thereby forming propositions What is a Concept? ... from a Concept Mapping Perspective Joseph D. Novak & Alberto J. Cañas , Institute for Human and Machine Cognition, http://cmap.ihmc.us/docs/Concept.html

16. Design Considerations Context • begin with a clear “focus question”; map should answer question Lines • use thicker, thinner, d-o-t-t-e-d lines to show nature of connections • label lines between nodes with a linking word or phrase Nodes • draw small to LARGE shapes to indicate importance of map elements • use different shapes or colours to differentiate various elements/domains Other • include images/pictures (can be added with via C-map) • hierarchal – tends to read progressing from the top down

17. Content Considerations • centrally important to subject/focus of course • meets program / accrediting / professional needs • meaningful and relevant to learner / participant • based on or related to research • situated within the domain of study (discipline/field) • stimulates search for meaning/further investigation • transmittable/accessible via planned educational experience

18. Sequencing Considerations • chronological – moving from past to present • topic by topic – no set relationship b/w topics • problem-centred – problems, questions, cases set organization of material • spiral – topics/concepts revisited throughout course with new info layered on • cumulative – each topic/concept builds on previous one Source: Centre for Teaching Excellence, University of Waterloo, Course Content Selection and Organization http://cte.uwaterloo.ca/teaching_resources/tips/course_content_selection_and_organization.html

19. Denise’s Concept Map Process

22. Other Mapping Options Venn Diagram Euler Diagram Ishikawa (fishbone) Diagram Ellis, D. (2009)

23. Examples of Maps

24. Mapping YOUR Course • From your intensive writing circle ‘core’ items and record on sticky notes • arrange (rank) sticky notes; begin to identify relationships b/w concepts • prepare draft concept map with labelled nodes (concepts/domains) and lines • critique draft map – individual – refer to worksheets • share map with peer for feedback • revise map to share with group for feedback

25. Goals, Objectives, and Outcomes – Getting Started with instructional Design: A hands-on approach

26. Food for thought…. ‘Cheshire Puss,’ she began, rather timidly, ... ’Would you tell me, please, which way I ought to go from here?’ ‘That depends a good deal on where you want to get to,’ said the Cat. ‘I don’t much care where …’ said Alice. ‘Then it doesn’t matter which way you go,’ said the Cat. ‘…so long as I get somewhere,’ Alice added as an explanation. ‘Oh, you’re sure to do that,’ said the Cat, ‘if you only walk long enough.’ Alice in Wonderland

27. Learning Objectives/Outcomes “Students can better master their own learning when they know what the expectations are for that learning.” Parkes, Fix & Harris, 2003, p. 76 Goals/objectives and outcomes are to a course what a foundation is to a house. Prégent, 1994

28. Benefits of Stating Objectives/Outcomes • communicates your intentions clearly to students and to colleagues • provides a framework for selecting and organizing course content, appropriate teaching and learning activities • guides you in decisions about assessment and evaluation methods • gives students information for directing their learning efforts and monitoring their own progress

29. Terminology

30. Goals • Can be more general or vague • Not held up to same evaluative standards as objectives or outcomes • Example: “The goal of this course is to introduce students to the foundational theories of literary criticism.”

31. Objectives • should be fairly short • begin with a verb • reflect the instructor’s point ofview • Example: “investigate influential literary theories from the 19th century to present day”

32. Outcomes • should tell students what they will have learned • clarify what they will be able to do with the new knowledge/skills/value • identify level of learning/application (analysis, synthesis, evaluation) • Example: “be able to apply two or more literary theories to a new text”

33. Outcomes • should be short • formulated from the student’s point of view • begin with an action verb such as: describe, explain, analyse, evaluate • Should begin: “After studying X, Y and Z (context), students (you) will be able to recognize, describe,…”

34. SMACable Learning Outcomes

35. Taxonomies of Learning • Bloom’s Taxonomy of Educational Objectives • Fink’s Taxonomy of Significant Learning • Fostaty Young’s ICE Taxonomy

36. Benefits of Adoptinga Taxonomy • Taxonomies provide: • a common language for communicating about learning • a framework to enhance curricular coherence • students with a meta-cognitive tool to help plan for their learning

37. Bloom’s Taxonomy (1956)(Revised 2005) One of the earliest taxonomies Learning is understood to be hierarchical and domain specific

38. Taxonomic Levels/Domains

39. FOUNDATIONAL KNOWLEDGE • Understanding and remembering: • Information • Ideas • LEARNING HOW TO LEARN • Becoming a better student • Inquiring about a subject • Self-directing learners • APPLICATION • Skills* • Thinking: • Critical, creative, & practical thinking • Managing projects • CARING • Developing new • Feelings • Interests • Values • INTEGRATION • Connecting: • Ideas • People • Realms of life • HUMAN DIMENSIONLearning about: • Oneself • Others Fink’s, 2003 Taxonomy of Significant Learning

40. ICE IDEAS CONNECTIONS EXTENSIONS • Basic Facts • Elemental concepts • Within the content • To life experiences • Applying learning to • new situations • The “so now what?” • of learning Fostaty Young & Wilson (2000)

41. ICE • Ideas are the basic building blocks of learning. They are the fundamentals of new learning; the steps in a process; the vocabulary of a subject area; definitions; the material that students collect from their notes and textbooks.

42. ICE • Connections occur when learners are able to articulate relationships among the isolated bits of information and Ideas within the content or when they are able to make personal meaning of their new learning.

43. ICE • Extensions are the final stage of learning growth. They are often demonstrated when learners able to extrapolate or use their new learning in novel ways, perhaps by being able to use their new knowledge in ways quite removed from the original learning context.

44. Using Taxonomies for Scaffolding • Before we can understand a concept we have to remember it • Before we can apply the concept we must understand it • Before we analyse it we must be able to apply it • Before we can evaluate its impact we must have analysed it • Before we can create we must have remembered, understood, applied, analysed, and evaluated Source: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

45. References • Carroll, L. (1971). Alice in Wonderland. (1st edition). New York: W. W. Norton. • Churches, A. (2010). Bloom’s Digital Taxonomy. Retrieved from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy [2010, August 13] • Course Content Selection and Organization, Waterloo, Ontario: Centre for Teaching Excellence, University of Waterloo. Retrieved from http://cte.uwaterloo.ca/teaching_resources/tips/course_content_selection_and_organization.html[2011, March 16]. • Ellis, D. (2009). Using Visual Models to Capture Change Management Situations. Paper presented at annual Educational Developers Conference, February. • FostatyYoung, S. & Wilson, R.J. (2000) Assessment and Learning: The ICE Approach. • Fink, D. L. (2003). Creating Significant Learning Experiences. San Francisco, CA: Jossey-Bass. • Ko, S. & Rossen, S. (2010). Teaching Online: A Practical Guide (3rd ed.). New York: Routledge. • Novak, J.D., & Canas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC CmapTools Retrieved from http://cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf [2011, March 5] • Parkes, J., Fix, T., & Harris, M. (2003). What syllabi communicate about assessment in college classrooms. Journal on Excellence in College Teaching, 14(1), 61–83. • Prégent, R. (1994). Charting your course: How to prepare to teach more effectively. Madison, WI: Magna Publications Inc. • Ramsden, P. (1992). Learning to teach in higher education. London: Routledge. • Svinicki, S. (1991). Practical implications of cognitive theories. In College Teaching: From Theory to Practice. San Francisco, CA: Jossey-Bass. • Teaching and Learning Services, McGill University.

46. Next Steps • Learning Log • Feedback Sheets • Homework: • Review wiki resources • Browse learning and instructional design materials • Read: • Designing Learning as Well as Teaching (McAlpine, 2004) • Day 3: Facilitation Methods and Assessment