Contemporary Learning Theories and Assessment (5 cr)

Objectives (course unit)

In this course, the participants will investigate and describe the impact of environment on learning and working culture. They will also explore learning theories, their practical application and gain an understanding of how people learn. The participants will reflect upon the purpose of assessment and the appropriateness of different types of assessment for different levels and types of learning. They will consider the role assessment should play in the learning process and the value of peer and self-assessment.

After completing the course, the participants will be able to:

- describe and evaluate various learning and working environments from the viewpoint of facilitation and students’ learning and working culture
- demonstrate a knowledge of learning theories and how they apply in practice
reflect on and analyze their own practical theory for teaching
- explain how assessment can become a meaningful learning experience
- explain how to use peer and self-assessment efficiently and effectively

Content (course unit)

Learning environments and working culture.
Learning theories, including behaviorism, cognitivism, constructivism, humanistic and connectivisism.
Constructive alignment (Biggs et al) of learning and assessment.
Strategies for assessment, including SOLO taxonomy, rubrics, and outcome-based assessment and grading.
Strategies for peer and self-assessment.

Location and time

Time and place: The intensive week is September 4-8, The remainder online until the end of October.

Exam schedules

Times and dates for exams and retakes: Assessment is not in the form of exams

Assessment methods and criteria

Assessment methods and justification:
A portfolio of evidence of learning that includes individual and group projects, learning journal, blog posts and comments, reflective writing, multimedia narrative, and participatory engagement in the course.
Evaluation of learning will include assessment by self, peer and teacher. Grading criteria rubrics will be provided for all assessed tasks and will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). See generic criteria provided below.

Assessment scale

0-5

Teaching methods

Methods:
Students will be working individually, in pairs and in small groups creating an online learning community.
One intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Learning materials and recommended literature:
Materials will be provided online in the Tabula LMS and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 133 hours of student work. Out of that approximately 20 h of synchronous contact with the facilitator and 113 hours of independent study in small groups.

Content scheduling

Sequencing of the contents:

Completion alternatives

Alternative ways of completing the module: No any other way

Practical training and working life cooperation

Practice and cooperation with working life: all tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice

International connections

International connections: participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort

Further information

Additional information

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0= Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Students’ works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

(5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Assessment criteria: The scale is from 0-5, where five is the best grade