Uploaded By: Fatima Rahiman
- Slide 1 - KEWL 3.0
- Slide 2 - Outcomes By the end of this session, you should be able to: Consider your pedagogical approach in designing a learning activity Develop a course outline Develop your learning outcomes Use the KEWL environment Log in to KEWL Navigate your way around the system Add plugins Modify your profile Create a course
- Slide 4 - Pedagogical integration HE learner Approaches to learning
- Slide 5 - Deep approach to learning Actively seek to understand the material / the subject Interact vigorously with the content Make use of evidence, inquiry and evaluation Take a broad view and relate ideas to one another Intrinsic motivation Relate new ideas to previous knowledge Relate concepts to everyday experience Tend to read & study beyond the course requirements
- Slide 6 - Surface Approach to Learning • Learn in order to repeat what has been learned• Memorise information needed for assessments• Make use of rote learning• Take a narrow view and concentrate on detail• Fail to distinguish principles from examples• Tend to stick closely to the course requirements• Are motivated by fear of failure
- Slide 9 - Transmission How do we cater for knowledge gaps & core knowledge acquisition? Balance between diff. LDs in lower level courses cf to high level course. How do we ensure that students are learning the 'right' things wrt core of knowledge in the discipline. Readings, lectures, text, artefacts, bodies of knowledge content etc
- Slide 11 - Emergence Design to include student knowledge & experience.Design to get students to consciously reflect on what it is they are learning or their experience in order to transform into learning eg reflective journals, discussion, debate, summarisingDesign for active engagement with curriculum allowing construction of knowledge.Embed metacognitive strategies in content for eg chapter summaries, overviews, sequence and relationship cues, and study questions, generic self-monitoring checklists.
- Slide 13 - Acquisition Requires resource rich environment What knowledge resources are available through the institution? Library(e-books)MultimediaOnline resourcesLectures/guest speakers/seminarsFellow studentsWork -integrated learning- How to include experiential / problem based learning.
- Slide 15 - Accretion foster the ideal knowledge ecology to permit learning to occur provide students with a rich array of tools and information sources to use in creating their own learning pathways. bring in diversity of opinions accommodate for current, rapidly changing, networked knowledge in curriculum. develop the ability to see patterns and connections between fields,ideas, and concepts. Ref: Kilfoil W.R; A Model for learning development. University of Pretoria
- Slide 16 - Accretion • How do we foster the ideal knowledge ecology to permit learning to occur? • How do we provide students with a rich array of tools and information sources to use in creating their own learning pathways? • How do we bring in the widest diversity of opinions?• How do we design so that there is space in the curriculum for current, rapidly changing, networked knowledge?• How do we develop the ability to see patterns and connections between fields, ideas, and concepts?
- Slide 18 - KEWL Environment Login Lecturer login Student login My Workspace My profile Update details,image etc. Calendar- personal & public File Manager Blog-personal blog- gets posted on main page
- Slide 19 - KEWL(cont.) My Courses Create a course Course settings Course Information/Outline Course Outcomes
- Slide 20 - Course Information Description of course Existing knowledge and skills required (useful for second- and third-year course outlines) Teaching method Student assessment/s Formative Summative Criteria Plagiarism Reading List
- Slide 21 - Learning Outcomes An outcome is something that the student must know and be able to do by the end of your session/course/module with them.All outcomes should complete the sentence: By the end of this session/course/module, students should be able to… Need to be aligned with both teaching and assessment task/s .
- Slide 22 - Why focus on outcomes? defines competencies to be achieved in terms of skills, content mastery, attitudes, or values. forms the basis upon which to select or design instruction materials, content, or techniques i.e. to devise appropriate reflection activities. provides the basis for determining or assessing when the instruction purpose has been accomplished i.e. to develop appropriate assessment techniques. provides a framework within which a learner can organize her/his efforts to complete the learning tasks. Ref:http://www.thelearningmanager.com/pubdownloads/developing_clear_learning_outcomes_and_objectives.pdf
- Slide 23 - How to develop outcomes Audience - what level/ability/etc Behaviours -observable verbs Conditions - what circumstances Degree- how well Given a bar, line, or circle graph, the seventh-grade mathematics students will be able to verbally present all the statistical or numerical information shown on the graph with 100% accuracy. 1
- Slide 24 - How to develop outcomes(cont.) Outcomes = Conditions + Performance + Criteria
- Slide 25 - References http://www.slideshare.net/ashleytan/writing-specific-instructionallearning-objectives-presentation http://www.thelearningmanager.com/pubdownloads/developing_clear_learning_outcomes_and_objectives.pdf http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm http://www.stthomasu.ca/publications/teaching/fall2003/moore.htm http://www.ucd.ie/teaching/printableDocs/Good%20Practices%20in%20T&L/deep%20surface&stragtic%20approaches%20to%20learning.pdf Moll, I. (2010, Forthcoming) Learning and computing: theoretical perspectives on the pedagogic integration of ICTs. In McCabe, K. & van Wyk, K. (Eds.). Teaching and e-Learning. Cape Town: Macmillan. (Pre-publication version).