Introducing NTU Libraries’ outcomes-based learning approach at the Art, Design & Media Library: A case study of implementation

Melissa ManLibrarian, Yale-NUS College

V SomasundramArt Librarian (Media Arts)/Librarian (Library Promotion), Nanyang Technological University

Information Literacy Seminar @ Li Ka Shing Library, Singapore Management University29 January 2015

Why outcomes-based learning at ADML?

Before outcomes-based learning

•Learning objectives

•Content-driven

•Focus on preparation of slides

Implementation

Learning outcomes for "Introduction to histories of Western art" Library workshop in August 2013:

Training on Pedagogy• Writing learning outcomes

• Formative assessment and Bloom’s Taxonomy

• Facilitation techniques

http://www.learnnc.org/lp/pages/4719NTU ADM Librarians refined our approach to workshop design by implementing the following:

1. Envisioning the ‘successful student’2. Matching the learning outcomes to cognitive skills from Bloom’s

Taxonomy3. Designing activities based on the ‘formative assessment’ and ‘expected

outcomes’ concepts4. Formulating lesson plans

• Illustrate the above based on the ongoing workshops, “Introduction to Citation, Plagiarism Detection and Asian Art History Sources” (January 2015)

• 7 classes completed, 2 more tomorrow!

1. Envisioning the ‘successful student’

After attending the workshop, the student would be able to choose the most appropriate information sources for their information needs. (S)he understands how plagiarism is detected at NTU using Turnitin. (S)he is able to cite references in their assignments using the Chicago Style.

2. Matching the learning outcomes to cognitive skills from Bloom’s Taxonomy

http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Cognitive skills Related verbs

Remembering: can the

student recall or remember

the information?

define, duplicate, list, memorize, recall,

repeat, reproduce state

Understanding: can the

student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate, recognize, report,

select, translate, paraphrase

Applying: can the student

use the information in a

new way?

choose, demonstrate, dramatize,

employ, illustrate, interpret, operate,

schedule, sketch, solve, use, write.

Analyzing: can the student

distinguish between the

different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate, distinguish,

examine, experiment, question, test.

Evaluating: can the student

justify a stand or decision?

appraise, argue, defend, judge, select,

support, value, evaluate

Creating: can the student

create new product or point

of view?

assemble, construct, create, design,

develop, formulate, write.

At the end of the workshop students

will be able to:

Bloom’s taxonomy cognitive skill

achieved:

1 Explain how plagiarism is detected in

NTU using Turnitin

Understanding: can the student

explain ideas or concepts?

2 Demonstrate citing different

information sources using the Chicago

Style

Applying: the student can use the

information in a new way

3 Compare the similarities and

differences of search results between

Google Search and Google Scholar, and

JSTOR and OneSearch.

Analyzing: can the student

distinguish between the different

parts?

LEARNING OUTCOMES

3. Designing activities based on the ‘formative assessment’ and ‘expected outcomes’ concepts

4. Formulating the lesson plan

Feedback

One new thing that you learnt in this workshop….

Feedback from lecturers

Learning Points• "Successful student" - allows faculty to envision their expectations

• Outcomes-based planning AND execution

• Formative assessment forces us to plan activities that will show us whether students have achieved outcomes

• Consistency for multi-instructor workshops with lesson plans

References

• Biggs, J. B., Tang, C. S. (2011).Teaching for quality learning at university: What the student does. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press.

• Boxham, S. (2007). The busy teacher educator’s guide to assessment. Retrieved Jan 22, 2015, from http://dera.ioe.ac.uk/13028/

• Davie, S. (2010). Effective assessment in a digital age : a guide to technology-enhanced assessment and feedback. Retrieved Jan 22, 2015 from http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf

THANK YOU!