1. Designing for learning
& Learning theories
in practice
“I have to say attendance has been quite
poor recently, but the level of the students
is quite good.”
Chrissi Nerantzi @chrissinerantzi & Haleh Moravej @halehmoravej
PGCAP > DAPP
http://www.celt.mmu.ac.uk/
@mmu_celt

2. Intended learning outcomes
By the end of this week, you will have had the
opportunity to:
• discuss and evaluate your own design process
for learning including constructive alignment
• explore active learning approaches and a
selection of learning theories to maximise
learning in your own practice
2

3. 3
Thinking about learning
a Phil Race activity
1. Think about
something you are good
at.
2. Think of something
about yourself you
feel good about.
Write in this box how
you became good at it.
Write here the
evidence it is based
on.
3. Think of
something you are
not good at, perhaps
as a result of a bad
learning experience.
What went wrong?
Add it to this box.
4. Think of
something that you
did learn
successfully, but at
the time you didn’t
really want to do it.
What kept you going,
so that you did
succeed in learning
it?

4. Session planning

5. planning a session: collaborative
mindmap
• http://www.text2mindmap.com/
5

6. Planning a session
•
•
Your learners
Group size
•
•
•
•
•
•
•
•
•
•
Title
Time/duration
Day/date, location
Aims and Learning Outcomes
Structure and Content
Methods/Activities
Aids and Resources
Assessment
Differentiation
Reflection/Evaluation
•
“If you fail to plan, you plan to fail!”
6

7. Intended Learning Outcomes
• “Descriptors of the ways that students will be
expected to demonstrate the results of their
learning.” Race (2000:10)
7

8. A well-written learning outcome statement
should:
active verb
• Contain an
, an object and a qualifying clause or
phrase that provides a context or condition
• Be written in the future tense
• Identify important learning requirements: knowledge, understanding,
skills, attitudes at each appropriate level
• Be achievable and measurable
• Use clear language, understandable by students
• Relate to explicit statements of achievement
8

9. Learning outcomes, minimum
requirements
•
Helps to balance a module’s delivery
nice
could
Independent learning,
going beyond, SUSAN?
Must be delivered,
ROBERT?
should
essential
9
Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59

10. The Cognitive Domain and Bloom’s Taxonomy
evaluation
creating
synthesis
evaluating
analysis
analysing
application
applying
comprehension
understanding
knowledge
remembering
Bloom’s Taxonomoy (1956)
Anderson and Krathwohl Revision (2001)
Educational Psychology Interactive: The Cognitive Domain
10

11. Bloom’s Taxonomy and verb list
Knowledge
Comprehension
Application
arrange, define, duplicate, label, list, memorize, name, order,
recognize, relate, recall, repeat, reproduce state
classify, describe, discuss, explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate
apply, choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch, solve, use, write
Analysis
analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment,
question, test
Synthesis
arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set
up, write
Evaluation
appraise, argue, assess, attach, choose compare, defend, estimate,
judge, predict, rate, core, select, support, value, evaluate
11

12. avoid/use
use words like
State...
Describe...
avoid words like
Explain...
List...
Know...
Evaluate...
Understand...
Identify...
Really know...
Distinguish between...
Really understand...
Analyse...
Be familiar with...
Outline...
Become acquainted with...
Summarize...
Have a good grasp of...
Represent graphically...
Appreciate...
Compare...
Be interested in...
Apply...
Acquire a feeling for...
Assess...
Be aware of...
Give examples of...
Believe...
Suggest reasons why...
Have information about...
Realize the significance of...
Learn the basics of...
Obtain working knowledge of...
12

13. Let’s try something!
Think of 1
thing you
want your
students
to learn in
your next
session.
What will
they do to
learn this?
How will
you know
that they
have
learnt it?
13

14. Intended
Learning
Outcomes
designed to meet learning
outcomes
Learning
and
Teaching
activities
designed to meet learning
outcomes
designed to meet learning
outcomes
Constructive alignment (Prof. John
Biggs, 1999)
Assessment
Method
•Students construct meaning from what they do to learn.
•The teacher aligns the planned learning activities with the learning outcomes.
14

15. Assessment
•
•
Research shows that inclusive assessment
achieves higher levels of student
satisfaction, provides increased
opportunities for discussion and leads to
improvements in student marks and
grades.
Inclusive Assessments are built into
course design and meet the assessment
needs of the majority of students.
Inclusive assessments are concerned with
equality of opportunity. It is an approach
that recognises that students have
different learning styles and offers a range
of assessment methods necessary to
assess the different ways in which
students can demonstrate the
achievement of the learning outcomes.
assessment
for learning
assessment
of learning
15

16. Learning theories

17. from transmission…

18. to constructing…

19. to co-constructing...

20. activity in small groups
Task 1: Each groups studies one of the following theories (15 mins)
•
•
•
•
•
Behaviourism
Cognitivism
Socio-constructivism
Connectionism
Connectivism
Task 2: Create a poster to capture the key characteristics of each theory. (15 mins)
Discuss the following:
•
•
•
•
Pros = The advantages of this theory in HE practice
Cons = The disadvantages of this theory in HE Practice
Application = The applicability of this theory to your area of practice
Unsuitable for = Areas within your practice that this theory would be difficult/unsuitable to
apply
Task 3: Share your findings with the other groups. (10 mins)

21. Threshold Concepts? (Meyer & Land, 2003)
•
Certain concepts are held to be central to the mastery of a subject
•
They have the following features:
– Transformative: Once understood, a threshold concept changes the way in which the
student views the discipline.
– Troublesome: Threshold concepts are likely to be troublesome for the student. e.g
when it is counter−intuitive.
– Irreversible: They are difficult to unlearn.
– Integrative: Threshold concepts, once learned, are likely to bring together different
aspects of the subject that previously did not appear, to the student, to be related.
– Bounded: A threshold concept will probably delineate a particular conceptual space,
serving a specific and limited purpose.
– Discursive: Crossing of a threshold will incorporate an enhanced and extended use of
language.
21

22. Applying theory to Practice
Using the information from the pre session study and create a chart to capture the
key characteristics of each theory and relate to your practice.
•
Behaviourism
•
Cognitivism
•
Humanism
•
Socio-constructivism ( Connectivism)
1: Discuss the following:
•
Pros = The advantages of this theory in HE practice
•
Cons = The disadvantages of this theory in HE Practice
•
Application = The applicability of this theory to your area of practice
•
Unsuitable for = Areas within your practice that this theory would be
difficult/unsuitable to apply
2. Share your findings with the other groups.
30 Mins
20 Mins

23. Behaviourism
Pros
Cons
Application
Unsuitable for
Quick behaviour
change.
Internalised
reasoning/
understanding?
Competency based
learning.
Development of
critical reasoning
Practical Skills
Development of
reflection.
Learner adapts
Measurable
behaviour change
Learner can adapt
to a negative
Passive learners
Measured
behaviour change
may not be an
indicator of
understanding
Relationship
between
assessment and
feedback
Theoretical analysis

24. Cognivitism
Pros
Cons
Application
Unsuitable for
Lifelong learning
Requires time
Active not passive
Requires level of
intelligence/
schema
Theoretical
knowledge &
understanding,
Situations that
require quick
return.
Group work
Requires motivated
learners
Builds problem
solving skills
Leads to depth of
understanding
Loss of control from PBL
tutor
Facilitation

25. Humanism
Pros
Cons
Considers the
student as a whole
person
Relies on
Consideration of
motivational theory environmental and
that maybe flawed. physiological
influences on
Role of tutor as
learning
facilitator requires a
role change for
Group work
some tutors
Self directed
Pure humanism –
learning
unstructured and
un assessed
Discussion groups
Encourages
personal
development
Lifelong learning
Encourages other
skills
Application
PBL
Unsuitable for
Highly structured
learning.
Strictly organised
courses

26. Experiential learning
Pros
Cons
Real world learning. Reflection is a
difficult skill –
Encourages
requires certain
reflection and
level of cognition.
action planning
Needs a basis of
Encourages
theory.
application of
theory
Need to complete
whole cycle
Encourages
experimentation
Awareness of own
and students
preferred styles
Application
Unsuitable for
Application of
theory in context.
Basic theory
Skills development
Role play
Students with
skewed learning
style

27. Experiential learning
Pros
Cons
Real world learning. Reflection is a
difficult skill –
Encourages
requires certain
reflection and
level of cognition.
action planning
Needs a basis of
Encourages
theory.
application of
theory
Need to complete
whole cycle
Encourages
experimentation
Awareness of own
and students
preferred styles
Application
Unsuitable for
Application of
theory in context.
Basic theory
Skills development
Role play
Students with
skewed learning
style

28. Constructivism
Pros
Cons
Application
Unsuitable for
Active Learning/
Autonomy
Perpetuation of
misconceptions.
Experimentation/
discovery learning
Time limits
Links to range of
pedagogy
Requires skilled
facilitator.
Research/Project work
PBL
Lifelong learning /
key graduate skills/
problem solving
Shift in teacher
learner roles/power
Change in curriculum
approach
Field trips – situational
Small group work –
staff intensive
Discussion groups
Online _ forums, blogs
Motivated student
Aids retention of
knowledge
Peer Learning /
collaborative
learning
Lecture as a resource
New way of learning
–tales time for
students to adapt
Theory and its
application
Limited
resources?

29. Designing sessions for learning

30. Pair: Share task
Individual:
Consider a Session you teach next week
• What is the underlying pedagogical approach?
• Consider using a different approach and then how you
would need to change the session accordingly
15 mins
Pair:
• Discuss the suggested change
• Consider the barriers to this change and potential
solutions
15 mins

31. National bodies
• Quality Assurance Agency (QAA)
– Frameworks for HE qualifications (FHEQ)- describe
the achievement represented by higher education
qualifications.
– Subject Benchmark statements for U/G
– Master's Degree Characteristics
31

32. Resources:
• Guide for Busy Academics: Using Learning
Outcomes to Design a Course and Assess
Learning
http://www.itslifejimbutnotasweknowit.org.uk/f
iles/CPLHE/Learnng%20outcomes%20for%20b
usy%20academics.rtf
32

33. References
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUP
Bloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKay
Bourner, T & Flowers, S (1998) Teaching and Learning Methods in Higher Education: A Glimpse of the Future. Reflections on HE, pp. 77-102.
Butcher, Davies & Highton (2006) Designing Learning: From Module Outline to Effective Teaching, Abingdon: Routledge
Hussey, T. and Smith, P. (2002) The Trouble with Learning Outcomes, Active Learning 3 (3) 220-233
Hussey, T. and Smith, P. (2003) The Uses of Learning Outcomes, Teaching in Higher Education 8 (3) 357-368
Hussey, T. and Smith, P. (2008) Learning Outcomes: a conceptual analysis, Teaching in Higher Education 13 (1) 107-115
Knight, P. (2002) Being a Teacher in Higher Education Buckingham: SRHE/OUP
Knight, P. (2001) ‘Complexity and curriculum: a process approach to curriculum making’ in Teaching in HE Vol 6 No 3 pp369-381.
Laurillard, D. (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology London: Routledge
Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education London: PCP publishing
Nixon, J. (2001) Not without dust and heat: the moral bases of the new academic professionalism, British Journal of Educational Studies, 49, 2. 173186.
Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.),
Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.
Ramsden, P. (1992) Learning to Teach in Higher Education London: Routledge.
Schon D. A. (1983) The Reflective Practitioner: How Professionals Think in Action New York: Basic Books.
Shulman, L.S. (1987) ‘Knowledge and teaching: foundations of the new reform’ in Harvard Educational Review February 57 (1) pp.1-22.
Steeples, C, Jones, CR & Goodyear, P (2002) Beyond e-learning: a future for networked learning. In C Steeples and CR Jones (Eds) Networked learning
: principles and perspectives. London: Springer
Trigwell, K. (2001) Professionalism in the practice of teaching: the role of research ILT Conference - Keynote address University of York
Trigwell, K., Prosser, M., and Taylor, P. (1994) Qualitative differences in approaches to teaching first year university science, Higher Education 27,
pp75-84.
Universities UK (2004) Towards a Framework of Professional Teaching Standards: Consultation Document.
http://www.universitiesuk.ac.uk/consultations/UniversitiesUK/
33

34. next week:
Good Teaching
PGCAP > DAPP
http://www.celt.mmu.ac.uk/ @mmu_celt