scholarly journals Student-generated learning objectives and curricular innovation

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Thomas Laux ◽  
Mark Stephens ◽  
Jennifer Meka
Keyword(s):  
Learning Objectives ◽  
Learning Objective ◽  
Learning Goals ◽  
Number Word ◽  
Educational Training ◽  
Student Centered ◽  
Educational Innovations ◽  
Curricular Models ◽  
Content Coverage ◽  
Growth And Change

Introduction Recent focus from accrediting bodies emphasizes learning objectives as a means of mapping and standardizing content coverage. While most educational training centers on faculty-derived learning objectives that are geared towards didactic lectures, student-centered teaching modalities like problem-based learning continue to gain popularity. One opportunity is the integration of student-generated learning goals in curriculum development. The educational philosophy at the Penn State College of Medicine University Park Regional Campus centers on discussion-based Inquiry Groups that focus on students’ experiential case learning which leads to student-generated learning objectives. This study examined a student-centered approach to learning objectives. Methods Our quantitative analysis explored student-generated learning objectives during the first-year curriculum. Primary outcome measures included process variables investigating the growth and change of objectives across the year that include Bloom’s taxonomy-based verb scores, verb numbers per session, and learning objective word lengths. Knowledge-based content coverage variables were compared with existing curricular models. Results Student-derived learning objectives changed substantially over the year. Taxonomy scores decreased while the learning objective verb number, word length, and calculated value per session increased significant. Content and comparator analyses showed that coverage and verb quality met or exceeded existing curricular models. Discussion Student-generated learning objectives are not only plausible and achievable, they also provide distinct pacing and engagement benefits. Our findings serve as a model for student-centered educational innovations.

Content Vs. Learning: An Old Dichotomy in Science Courses

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Gerald Bergtrom
Keyword(s):  
Cell Biology ◽  
Positive Impact ◽  
Learning Objectives ◽  
Student Centered ◽  
Online Delivery ◽  
Science Courses ◽  
University Of Wisconsin ◽  
Content Coverage ◽  
The University ◽  
Blended Course

The principles of course redesign that were applied to a gateway Cell Biology course at the University of Wisconsin-Milwaukee are applicable to courses large and small, and to institutions of any size. The challenge was to design a content-rich science course that kept pace with present and future content and at the same time use principles of active learning to model how science is done, from deduction and inference to the articulation and testing of hypotheses and the interpretation of experimental data. Redesign began with a recognition that active learners achieve deeper understanding that passive learners. Key features of the resulting blended course include (a) online delivery of all basic content; (b) greater responsibility of students for their own learning; (c) student-centered activities with specific learning objectives; (d) a new balance of summative and low- stakes progressive assessment of student achievement of learning objectives. In the final version of the blended course, there are no F2F lectures. Freed from the anxieties of content coverage, the instructor facilitates student engagement with content and with each other in assessed activities that support broadly defined essential learning outcomes. Samples of integrated online and F2F interactive, collaborative learning activities are included with preliminary data indicating a positive impact of blended learning in Cell Biology.

scholarly journals Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097977
Author(s):  
Allison Atteberry ◽  
Sarah E. LaCour
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
Teacher Performance ◽  
The United States ◽  
Learning Objectives ◽  
Learning Goals ◽  
Target Setting ◽  
Student Learning Objectives ◽  
Performance System ◽  
Better Than

The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers’ willingness and ability to set appropriately ambitious SLOs. We describe teachers’ SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets that students did not meet. We also find that, within the same year, a student’s spring test scores tend to be higher on the assessments for which they received higher targets. This raises the intriguing possibility that receiving higher targets might cause students to perform better than they otherwise would have.

scholarly journals Pengajaran Semantik pada Mahasiswa IKIP PGRI Pontianak

2020 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Mai Yuliastri Simarmata
Keyword(s):  
Data Analysis ◽  
Direct Observation ◽  
Learning Objectives ◽  
Learning Objective ◽  
Learning Activities ◽  
Student Research ◽  
Direct Communication ◽  
Communication Techniques ◽  
Analysis Technique ◽  
Essay Test

This study aims to determine the process of semantic teaching in IKIP PGRI Pontianak students. The technique used in this research is direct observation and direct communication techniques. While the tools used are obesservation guidelines and interview guidelines. The processing and analyzing of the data is carried out through reflection activities. Data collected through essay test related to synonymy and antonym. The data analysis technique was carried out in stages (1) checking the result of observation carefully (2) determing the suitability of the formulation of learning objectives made by lecturers in teaching listening subject related to meaning relations (3) determing the  suitability of the material with the learning objective 94) analyzing the suitability of learning activities conducted by the lecturer (5) Analysis of interview data by the lecture (6) The results of IKIP PGRI Pontianak student research in general can distinguish the relation of meaning related to synonymy and antonym.

scholarly journals ANALISIS METODE CARD SORT DALAM PEMBELAJARAN MUFRADAT BERBASIS PENDEKATAN KOGNITIF

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Irvan Maulana Tamsil
Keyword(s):  
Learning Process ◽  
Cognitive Learning ◽  
Learning Objectives ◽  
Cognitive Approach ◽  
Student Centered ◽  
Card Sort ◽  
Library Research

The purpose of this study is to analyze the using of card sort method in learning Arabic vocabulary based on cognitive approach. In this study, the researcher used was library research. The finding of this study indicated that in the learning Arabic vocabulary based on cognitive learning, teacher provided an opportunity for students to think, understand, and explore because this approach is proses-based, not product-based. Someone’s behaviour is decided by his understanding about situation related to the learning objectives. The learning process supports students to be more active (student-centered). In this case, the teacher as a facilitator used a card sort method in learning process, thus, the students are more enthusiastic and do not feel bored in learning Arabic vocabulary.

scholarly journals Write Speech Text Learning Using the Audio Visual Media

2019 ◽  
Vol 7 (1) ◽  
pp. 20-25
Author(s):  
Nina Septia Rahmawati
Keyword(s):  
Junior High School ◽  
Science And Technology ◽  
Visual Media ◽  
Learning Objectives ◽  
Learning Goals ◽  
Text Learning ◽  
School Class ◽  
Technology Students ◽  
High School Class ◽  
Good Learning

Good learning is learning that is equipped with appropriate learning media to achieve learning goals. Conformity includes suitability of the needs of students, local environmental conditions, and the ability of teachers. A good learning media is media that can facilitate the achievement of learning objectives. Learning to write speech texts for junior high school class IX students requires learning media as a means of supporting the ease of achieving learning goals. Along with the development of science and technology, students' needs for learning media are also growing. Students prefer and are more interested in IT-based learning media (science and technology) in the form of audio-visual media. Students prefer to see/observe objects to stimulate ideas in writing speech texts. 

scholarly journals WeChat as a Platform for Problem-Based Learning：towards to exploring new teaching methods for hematological postgraduate (Preprint)

2019 ◽  
Author(s):  
Ping Luo ◽  
Jiancheng Tu ◽  
Fuling Zhou
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Teaching Model ◽  
Hard Problem ◽  
Time Saving ◽  
Teaching Mode ◽  
Student Centered ◽  
Time Dispersion

UNSTRUCTURED Hematological medicine is a practical discipline that difficult to study. The cultivation for postgraduate majored in hematology is rather hard. Problem-based learning (PBL) is a student-centered innovating teaching method that students define their own learning objectives from clinically based problem. It has been widely accepted in student-centered medical education. Owing to the geographic and time dispersion of the students, traditional PBL has its own limitations. WeChat, the most popular platform among university students in China, was introduced in hematology teaching. In this study, we combine traditional PBL and WeChat together to explore a new WeChat Problem-Based learning mode for postgraduate majored in hematology. 100 questionnaires were distributed to evaluate how the students and tutors think about the WeChat-PBL teaching mode. The data showed that the WeChat-PBL teaching mode was popular and widely accepted. Our new PBL mode is time saving, convenience and easy to conduct. It emphasizes interoperable, interactive, effective and more participatory. We firmly believe that using this new WeChat-PBL teaching model will certainly help students be more excellent.

scholarly journals A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

2017 ◽  
Vol 8 (2) ◽  
pp. 141-156
Author(s):  
Mathew J. Turner ◽  
Rustin D. Webster
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Power Engineering ◽  
Engineering Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Structure ◽  
Inverted Classroom ◽  
Content Coverage ◽  
Technology Course

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure,

Choosing Teaching Methods Based on Learning Objectives: An Integrative Framework

1999 ◽  
Vol 14 (1) ◽  
pp. 11-15 ◽  
Author(s):  
Sarah E. Bonner
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Full Range ◽  
Learning Objectives ◽  
Learning Objective ◽  
Integrative Framework ◽  
Accounting Courses ◽  
Complex Skills ◽  
Different Types ◽  
Comprehensive Framework

This paper develops a comprehensive framework for choosing teaching methods in accounting courses. Since teaching methods vary as to the conditions they can create and different types of learning objectives require different conditions for achievement, the premise guiding the framework is that the choice of teaching methods should be based primarily on the type of learning objective. The development of the framework yields two important conclusions. First, a single teaching method typically cannot create all the conditions necessary for a given learning objective. Second, learning objectives involving complex skills require teaching methods that promote active learning on the part of students, while learning objectives involving simpler skills can be achieved with more passive teaching methods. In practical terms, an accounting instructor needs to carefully employ multiple teaching methods to achieve all the learning objectives of a given accounting course, since these objectives likely encompass the full range of types of objectives.

Learning Places

2011 ◽  
pp. 31-46
Author(s):  
James Barrett ◽  
Stefan Gelfgren
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Core Curriculum ◽  
Practical Experience ◽  
Participatory Culture ◽  
Theory And Practice ◽  
Learning Goals ◽  
Project Work ◽  
General Level ◽  
Student Centered

The chapter, based on a set of developed teaching scenarios, discusses how virtual worlds, in particular Second Life, can be used in student centered pedagogy; intertwining theory and practice, emphasizing process-thinking, critical perspectives, and strengthen the confidence and independence of the student. Drawing upon experiences from traditional education, Web 2.0-tools, and problem based pedagogy grounded in project work, social media, engineering, and digital humanities, this chapter presents a pedagogy based upon the concepts of participatory culture, and co-creation on the part of students in the learning process. The authors have been involved in developing the core curriculum for a term-long (four month) course for Museum Studies. A problem based, student centered pedagogy is both integrated and contrasted with traditional classroom settings, that are also part of the planning, implementation, and assessment stages of the course. Based upon the practical experience of conducting this course, the article critically discusses ICT and problem oriented learning on a general level – including the benefits and disadvantages for the student and for the teachers. How this approach to learning, from the experiences in virtual worlds, can fit in to the established structure of learning goals, lectures, examination, and assessment is questioned in the chapter, based on the experiences gathered from teaching the course.

The Cognitive Demands of Student-Centered, Web-Based Multimedia

2009 ◽  
pp. 194-216 ◽  
Author(s):  
Michael J. Hannafin ◽  
Richard E. West ◽  
Craig E. Shepherd
Keyword(s):  
World Wide ◽  
Learning Goals ◽  
Cognitive Demands ◽  
Student Centered ◽  
Student Centered Learning ◽  
Web Based ◽  
Cognitive Principles ◽  
Directed Learning ◽  
The Individual ◽  
Monitoring Progress

This chapter examines the cognitive demands of student-centered learning from, and with, Web-based multimedia. In contrast to externally-structured directed learning, during the student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. These tasks can be particularly challenging in learning from the World Wide Web, where billions of resources address a variety of needs. The individual, in effect, must identify which tools and resources are available and appropriate, how to assemble them, and how to manage the process to support unique learning goals. We briefly analyze the applicability of current cognitive principles to learning from Web-based multimedia, review and critically analyze research and practice specific to student-centered learning from Web-based multimedia, and describe implications for research.

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