1 Teaching and Learning to achieve Learning Outcomes
Slide 2
2 Preparing & Developing Graduates Graduate Attributes are
the qualities, skills & understandings a university community
agrees its students should develop during their time with the
institution. These attributes include, but go beyond, the
disciplinary expertise or technical knowledge that has
traditionally formed the core of most university courses.
Slide 3
3 My key question in designing any Course or Programme What
kind of teacher, biochemist, sociologist, historian are you trying
to prepare for- the 21 st century, the workplace, for citizenship,
for change? Take 5 minutes to jot down a few notes. Share your
thoughts with a colleague.
Slide 4
4 Graduate Attributes will be: Subject specific and generic;
Learning Outcomes must be subject specific and generic QAA
encouraged benchmarking groups to focus on attributes in
formulating subject benchmark statements. Outputs a high priority.
In the UK largely located in subject benchmark statements
Slide 5
5 Profile of Attributes Knowledge, skills, abilities &
personal Driven by employers demands? Is the list getting longer?
Are attributes communicated to all staff & students? How? What
learning, teaching & assessment experiences enable students to
develop & demonstrate the attributes?
Slide 6
6 Examples of Attributes Graduates should demonstrate evidence,
as appropriate to their disciplines, that they can: 1.Apply
discipline knowledge, principles & concepts 2.Think critically,
creatively & reflectively; 3.Access, evaluate & synthesise
information; 4.Communicate effectively;
Slide 7
7 Continued 5 Use technologies appropriately 6Utilise lifelong
learning skills 7Recognise & apply international perspectives;
8Demonstrate cultural awareness & understanding 9Apply
professional skills
Slide 8
8 Employers want graduates with a range of personal attributes:
Intellect- analysis, critique,synthesis, problem solving
Knowledge-basic principles of a subject discipline Willingness to
learn, continue to learn Flexibility & adaptability
Self-Regulatory Skills such as time keeping, ability to deal with
stress
Slide 9
9 Continued Self-motivation, resilience, tenacity,
determination Self-assurance, self-confidence, self- direction,
self-promotion Creativity Interactive attributes-interpersonal
skills team working Social skills
Slide 10
10 How do Graduate Characteristics relate to programs, levels
and learning outcomes? National Qualifications Framework for HE in
the Kingdom of Saudi Arabia Pages 15 to 27
Slide 11
11 How do graduate attributes relate to learning outcomes?
Example of a learning outcome at final year Hons Degree At the end
of the module (course) the student is expected to be able to:
Describe & explain the function of the basic devices of
optoelectronics; optical fibres; liquid crystal displays; bipolar
& surface field effect transistors & MOS light emitting
diodes
Slide 12
12 Continued Final Year Bachelor of Arts in English: At the end
of the module (course), the learner is expected to be able to:
Demonstrate detailed understanding of the influences of the
historical & social context within which the chosen text is
set, both from the study of the text itself & from the study of
other contemporary literature
Slide 13
13 Continued Bachelor of Education Second Year of Degree At the
end of the module (course) the learner will be expected to be able
to: Explain the more common reasons for difficult behaviour in
primary school children in class situations, indicating standard
techniques for ameliorating that behaviour
Slide 14
14 How to write the attribute The graduate will be able
to...... Clear, concise, demonstrable, action verbs Explicit &
specific about whether it is implicit in the entire curriculum or a
part of the curriculum, i.e. generic or subject specific
Slide 15
15 Definition of Learning It is a relatively permanent change
in our potential for performance as a result of our past
interaction with the environment; a change in observable
behaviour.
Slide 16
16 Different Types of Learning require different types of
Teaching and Facilitation This idea is at the centre of NCAAA
documentation
Slide 17
17 NCAAA Documentation focuses upon 4 Domains & specifies
conditions for learning in each of the domains Knowledge Cognitive
Skills Interpersonal Skills and Responsibilities Communication IT
& Numerical Psychomotor Skills. Where applicable
Slide 18
18 What is the purpose of the Learning? Adding to your existing
knowledge? Transforming your existing knowledge? Revising your
existing knowledge? Accumulation of facts or reorganising
underlying schemata? Add some purposes to this list.
Slide 19
19 Factors Underpinning Successful Learning Think of something
you are good at- something you know you do well. Jot it down in the
space below- Write down a few words about how you became good at
this-
Slide 20
20 Find a partner Discuss the purposes of learning that you
have identified. How do these purposes relate to what is taught and
how it is taught?
Slide 21
21 Historical Overview: Behaviourism Stimulus(environment)-
response(organism)-reward Stimulus=inputs:learned behaviour=outputs
What they do, rather than think Passive rather than active
Thorndike, Pavlov, Watson Guthrie
Slide 22
22 Skinner Pigeons! Organism operating on the environment
Secure particular consequences Search for rewards, following a
response Reinforcers-behaviours can be shaped by control of
rewards
Slide 23
23 Cognition 1 Focus on meaning, the development of ability to
demonstrate understanding of what has been learnt Focus on
thinking: stimulus-thinking response Focus on perception, memory,
attention, concept formation, pattern formation Process which
transforms, reduces, extends, stores, recovers &uses
Slide 24
24 Cognition 2 A change in the way we see the environment
Transact with environment- dynamic Perception-select cues, draw
inferences, to make sense of experience Dewey,Bruner,Piaget,
Ausubel,Koffka, Kohler Howard Gardner Multiple Intelligences Enjoy
listening to this music.
Slide 25
25 Howard Gardner How do you teach to learners multiple
intelligences? Are you reaching all seven categories?
Slide 26
26 Ausubel (1968) The most important single factor influencing
learning is what the learner already knows. Ascertain this and
teach him accordingly. How important do you consider this to be?
Pre-existing knowledge, anchoring concepts, advance organisers,
structuring
Slide 27
27 Norman(1977) Tasks related to demand on learner Accretion -
add to existing knowledge fine-tuning: refine knowledge
restructuring-extend or alter conceptions Which do you think is the
hardest to achieve?
Slide 28
28 Humanism People are human beings, not human doings thoughts,
feelings, experiences, attitudes; personal meaning of experience
self-actualisation; Desires to do something & goals; Human
nature is essentially positive, productive& growth oriented. It
is essentially trustworthy
Slide 29
29 Abraham Maslow: Hierarchy of Needs Self Actualisation
Aesthetic Needs Cognitive Needs Esteem Needs Love&
belongingness Safety Needs Physiological needs
Slide 30
30 Carl Rogers (1902-1987) Realness or Genuineness in the
facilitator of learning Prizing, Acceptance, Trust Empathic
understanding
35 Non-academic Orientation Disorganised study methods Negative
attitudes Globetrotting
Slide 36
36 Effective Learning is: Active Relevant Safe Objectives Needs
Arson
Slide 37
37 Why Active learning? Linked to deep approach Student
actively engaged with the content Student actively engaged with the
process Student actively engaged with the outcome Not a passive
observer Combat too much teacher talk, note research; avoid micro
sleep, enhance motivation, attention, memory
Slide 38
38 What Is Active Learning? Active learning implies above all
that whatever specific physical activities are involved, students
are encouraged to engage with the content and to take
responsibility for their own learning. They have to think about it
for themselves, be alert and independently critical, and care about
the quality of their own emerging understanding. Entwistle1992,
Enabling Active Learning in Higher Education, UCOSDA
Slide 39
39 Matching teaching, learning & assessment strategies to
learning outcomes Wide repertoire to draw upon: Developments Small
group work in large classes Peer learning, peer tutoring, peer
assessment, peer support Collaborative learning Portfolio based
learning Work based learning Fieldwork Project based work
Slide 40
40 Large number of examples of effective practice on the Higher
Education Academy website, The Australian equivalent, the Carrick
Institute in Ireland, All- Ireland Society for Higher Education
Many Australian, Irish, South African and UK universities have
centres for educational development which have good practice
guidelines and examples of innovative approaches
Slide 41
41 Key Questions How can we help our students to learn
effectively/successfully? What prohibits learning? Why do we learn?
Where do we learn effectively? What do we learn? What are the
implications of this study of learning for your teaching,
assessment, policy making?
Slide 42
42 How will Teaching, Learning & Assessment be Evaluated
for Quality Assurance & Enhancement? Range of mechanisms
suggested in NCAAA documentation
Slide 43
43 Some references for getting started Fry,H Ketteridge,S &
Marshall, S(2008) A Handbook for Teaching and Learning in Higher
Education. Kogan Page, London. Up to date & A number of
relevant chapters on learning Ramsden, P(1992) Learning to Teach in
Higher Education, Routledge, London. Still much valuable discussion
of student learning, despite date
Slide 44
44 Your follow up to the Session Observe and talk to a couple
of your students or colleagues about how they approach a new
learning task. What do they say helps them to learn? Are there
implications for you as a Policymaker/ Senior Manager/Teacher
arising from their comments? Find out about the research on
teacher/tutor talk. What does it say? How will this impact upon
your practice?
