Welcome to the sixty-second issue of The LTO Best Practices. Each month, the Learning & Teaching Office will be spotlighting a timely topic in education and professional development in teaching. This February, our topic is "Assessing Learning Outcomes."
For more information on learning outcomes and assessment, download our Teaching Tips document on Degree-Level Expectations and Course Learning Outcomes [pdf].
Check out our page of Teaching Tips handouts for more downloadable documents on a variety of teaching topics.
Learning objectives are statements that describe specific instructional goals that are both observable and measurable (Cusson, 2012). Learning outcomes describe what students are expected to have learned or achieved; as a result, they usually describe what students will be capable of doing, or what evidence will be provided to substantiate learning. As summarized by Deakin University, “each intended learning outcome should describe the observable knowledge or skills that you expect students to be able to demonstrate as a result of their work in the unit."
A key part of an effective learning outcome is the assessment of learning. An effective assessment will be aligned with the learning outcome. A properly aligned assessment will provide students with the opportunity to demonstrate the skills or knowledge that is required them to have successfully met the learning outcome.
The Higher Education Quality Council of Ontario has broken down common learning outcomes into five areas. For each area they have provided suggested assessments that are "likely to be authentic in multiple disciplinary and professional contexts" and adaptable for individual, pair, or group work in face-to-face, online, blended, or hybrid courses.
Cusson, M. (2012). Moving towards and outcomes-based curriculum. Educational Development Centre, Carleton University. http://carleton.ca/oqa/wp-content/uploads/Degree-Level-Expectations-March-2012.pdf
Deakin University. Writing Intended Learning Outcomes. http://www.deakin.edu.au/itl/dso/strategies-teaching/tips/d2l-writing-ilo.php
Goff, L., et al. (2015). Learning Outcomes Assessment: A Practitioner’s Handbook. Higher Education Quality Council of Ontario. http://www.heqco.ca/sitecollectiondocuments/heqco.loahandbook_eng_2015.pdf
Wednesday February 10, 2016, 12:00-2:00PM, POD 372
The flipped or inverted classroom is a new form of blended learning where the modes of instruction traditionally reserved for inside the classroom now take place outside the classroom and vice versa. In this model, teaching and learning are divided into two parts:
(i) Interactive group learning activities inside the classroom
(ii) Direct computer-based individual instruction outside the classroom
This workshop allows faculty to share their experiences, and outline the benefits and challenges of this new academic model.
Wednesday February 24, 2016, 12:00-2:00PM, POD 372
An overwhelming majority of Ryerson faculty members are required to create a teaching dossier for tenure review, awards, and job applications, which includes those applying for term and part-time appointment. This workshop describes and expands on the different parts of the teaching dossier and assists faculty in presenting their dossier in an effective manner. Faculty will also be given some concrete examples of well-written and poorly written teaching dossiers in order to focus on the necessary elements of a successful teaching dossier.
Tuesday March 8, 2016, 12:00-2:00PM, POD 372
Join the LTO, the DMP, and the Director of e-Learning for an introduction to the basics of online learning and technology-enhanced learning. If you're interested in converting a course to hybrid or fully online, or simply looking to either improve an online course that you currently teach or enhance a face-to-face course with digital resources, we will be presenting some of the ways in which technology available at Ryerson can complement established theories of learning. Come with your questions and your thoughts about D2L Brightspace and other technology available at Ryerson, and any ideas for teaching methods you might like to integrate into your online, hybrid, or technologically enhanced course. As part of this session, we will invite you take part in a brief needs assessment to help guide us in the development of our new programs on e-Learning in order to make them as relevant and meaningful to you as possible!
"The LTO Best Practices" is produced monthly by Michelle Schwartz, Instructional Design and Research Strategist at the Learning & Teaching Office, Ryerson University.
Do you have any thoughts, suggestions, or best practices that you would like to see appear in this newsletter? Please send all submissions to firstname.lastname@example.org. We look forward to including your contributions in our next issue!
Location: Kerr Hall West, room KHW373.
Phone: 416.979.5000 x6598