Emnedesign for læring: Et systemperspektiv

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1 1 Emnedesign for læring: Et systemperspektiv v. professor, dr. philos. Vidar Gynnild Om du ønsker, kan du sette inn navn, tittel på foredraget, o.l. her.

2 2 In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. This shift changes everything. It is both needed and wanted. (Source:

3 3 The change that is required to address today's challenges is not vast or difficult or expensive. It is a small thing. But it is a small change that changes everything. Simply ask, how would we do things differently if we put learning first? Then do it. (Source:

4 The Instruction Paradigm The Learning Paradigm 4 Mission and purposes: Provide/deliver instruction Criteria for Success: Quality of faculty, instruction Mission and purposes: Produce learning Criteria for Success: Quality of students, learning Teaching/Learning Structures: Covering material Teaching/Learning Structures: Specified learning results Learning Theory: Learning is cumulative and linear Productivity/Funding: Funding for hours of instruction Nature of Roles: Faculty are primarily lecturers Learning Theory: Knowledge is constructed, created Productivity/Funding: Funding for learning outcomes Nature of Roles: Faculty are primarily designers of learning methods and envirionments (Source:

5 5 Modell av undervisningsparadigme Læringsmål blir til undervisningsmål Læringsresultat Forelesninger og øvinger (NTNU) Læringsprosesser Glassveggen Kvalitetssikring: Studenttilfredshet med undervisningen

6 6 Modell for læringsparadigme Tilsiktet læringsresultat Rammer Læringsprosesser

7 7 Mer om rammebegrepet Rammer er av ulik art og veier ulikt med hensyn til påvirkningskraft. Her er noen eksempler: Rammer Vurderingsformer, undervisning, veiledning, tid, rom, eksamensoppgaver, pensumlitteratur, øvingsoppgaver, arbeidsformer, praksis, policy for vurdering og sensurklage, IKT, karaktersetting o.fl.

8 8 Modell som beskriver gangen i en læringsprosess Dokumentert læringsresultat Rammer Læringsprosesser

9 9 Modell for revisjon av emnedesign Dokumentert læringsresultat Tilsiktet læringsresultat Rammer Læringsprosesser Spørsmål: Hva er forholdet mellom tilsiktet læringsresultat og dokumentert læringsresultat? Gir grunnlag for revisjon?

10 10 Forholdet mellom intendert, ikke intendert og faktisk læringsresultat Intendert læringsresultat Ikke intendert læringsresultat

11 11 Intendert, ikke intendert, dokumentert og faktisk læringsresultat Dokumentert læringsresultat Intendert læringsresultat Ikke intendert læringsresultat

12 12 Unintended Consequences Lane and Stone (2002) propose unintended consequences are possible such as: Narrowing of curriculum and instruction to focus only on the specific learning outcomes assessed; Use of test preparation materials that are closely linked to the assessment without making changes to the curriculum and instruction; Use of unethical test preparation materials; and Inappropriate use of test scores by administrators. (Source: Inclusive Assessment Seminar Elizabeth Towles-Reeves, Internett).

13 13 Constructive Alignment The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent. ( learning activities and assessment tasks are aligned with the learning outcomes that are intended

14 14 Om vurderingsoppleggets betydning Assessment makes more difference to the way that students spend their time, focus their effort, and perform, than any other aspect of the courses they study, including the teaching. If a teacher wants to make their course work better, then there is more leverage through changing aspects of the assessment than anywhere else, and it is often easier and cheaper to change assessment than to change anything else. (G. Gibbs, Oxford)