IT S NOT WHAT YOU TEACH, IT S WHAT THEY LEARN

1. 1 IT�S NOT WHAT YOU TEACH, IT�S WHAT THEY LEARN

2. 2 Shifting the Focus from Teaching to Learning: Learning Objectives for OR Course Design Thomas A. Grossman Masagung School of Management University of San Francisco tagrossman@usfca.edu Much of the argument over spreadsheets in the 1990�s was really arguments over Educational Objectives AACSB is pushing �assessment� which is based on achievement of Educational ObjectivesMuch of the argument over spreadsheets in the 1990�s was really arguments over Educational Objectives AACSB is pushing �assessment� which is based on achievement of Educational Objectives

3. 3 How Do You Design Your Course?

4. 4 Challenges You Face in Course Design Feeling of �how can I squeeze everything into this course?� Focus on what is coming out of the syllabus, rather than what is going in. Prioritizing among topics Depth/breadth tradeoffs �OthersFeeling of �how can I squeeze everything into this course?� Focus on what is coming out of the syllabus, rather than what is going in. Prioritizing among topics Depth/breadth tradeoffs �Others

5. 5 Course Design Approaches Bottom-Up Start with components Add/Subtract components until full Top-Down Educational Objectives: What student success looks like. (Goals) Instructional Objectives: Observable student performance. (Components of Goals)

6. 6 Educational Objectives High level goals in general terms Think of this as the �elevator story� that captures the essence of your course Each written as student behavior + topic Definition: �An intended outcome of instruction that has been stated in general enough terms to encompass a domain of student performance� (Gronlund) Examples (Anderson et al): The ability to read a musical score The ability to interpret various types of social data

7. 7 Today�s Educational Objective Educational Objective of this session (which includes the homework): You will think about objectives when designing a course You will be able to use Learning Objectives as a tool for course design

8. 8 What Are the Educational Objectives of Your Course? Turn to your neighbor and discuss Generate 2-5 Educational Objectives that might be suitable for each of you Goal here is to get practice at effective expression of Educational Objectives Do not need to be complete nor correct at this time Goal here is to get practice at effective expression of Educational Objectives Do not need to be complete nor correct at this time

9. 9 Instructional Objectives Intermediate level: More specific than Educational Objectives More general than low-level �outcomes� In aggregate, Instructional Objectives define Educational Objectives Examples (with Educational Objective �the ability to interpret various types of social data�) Recognize different types of social data Perform appropriate analyses Articulate results in plain English Forces decomposition into subsidiary abilities�minimize false assumptions Forces focus on what student can actually doForces decomposition into subsidiary abilities�minimize false assumptions Forces focus on what student can actually do

10. 10 What are the Instructional Objectives of Your Course? Turn to your neighbor and discuss Generate 3-6 Instructional Objectives that might be suitable for your Educational Objectives Goal here is to get practice at effective expression of Instructional Objectives Do not need to be complete nor correct at this time AT END: For many, this is a surprisingly difficult task. Goal here is to get practice at effective expression of Instructional Objectives Do not need to be complete nor correct at this time AT END: For many, this is a surprisingly difficult task.

11. 11 Effective Instructional Objectives Student Focused What is to be learned Not Instructor Focused How it is to be taught Do not constrain your teaching options in your Objectives!

12. 12 Effective Instructional Objectives Concentrate on the product of instruction not the process of instruction Example: Product Applies basic principles to new situations Process Gains knowledge of basic principles

13. 13 Verbs to Avoid (at least for now) Understand Key question for an instructor: WHY do I want them to understand? Appreciate Increase Gain Acquire Develop Learn Realize

14. 14 Verbs to Use Explain Create Determine Make Predict Describe (See Appendix for more)

15. 15 Effective Instructional Objectives Too Narrow Lists of specific learning tasks students can do (�learning outcomes�) Ideal Descriptions of expected student performance at the end of instruction