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7: Higher-Level Learning: The First Step toward More Significant Learning

To Improve the Academy 2017年第1期19卷

作者： L. Dee Fink University of Oklahoma Contact: Director Instructional Development Program Hester Hall Room 203 Norman OK 73019 (405) 325-2323 (405) 325-7402 (Fax)

In order to design significant learning experiences for students, teachers first need to be able to formulate powerful and challenging goals for their courses. This essay describes a taxonomy of higher-level learning that consists of six kinds of learning: foundational knowledge, application, integration, the human dimension, motivation, and learning how to learn. The argument is made that this taxonomy goes beyond the familiar taxonomy of Benjamin Bloom and encompasses a wide range of goals that are currently advocated by many national organizations and scholars in higher education. The taxonomy can be used to design better courses, choose among alternative teaching strategies, and evaluate teaching.

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From Dissemination to Propagation: A New Paradigm for Education Developers

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Change 2017年第4期49卷 35-42页

作者： Froyd, Jeffrey E. Henderson, Charles Cole, Renée S. Friedrichsen, Debra Khatri, Raina Stanford, Courtney Jeffrey E. Froyd is a Research Professor at Texas A&M University. His research interests include sustained adoption of improvements in learning and teaching systematic reviews in engineering education evaluation of faculty campus climates and assessment of complex learning outcomes. Charles Henderson is a Professor at Western Michigan University with a joint appointment between the Department of Physics and the Mallinson Institute for Science Education. His research focuses on promoting productive changes in higher education at the individual department institution and national levels. Renée S. Cole is an Associate Professor of Chemistry at the University of Iowa. She teaches introductory and advanced courses in chemistry and runs a research program focused on the design and assessment of instructional materials and teaching strategies and faculty professional development. Debra Friedrichsen founded and operates a small consulting company. She received her Ph.D. from Oregon State University in Chemical Engineering with a dissertation focused on engineering education. Debra also has a MBA a MS and a patent for sensor development. Raina Khatri is a doctoral student in the Mallinson Institute for Science Education at Western Michigan University. Her research focus is understanding how education developers in STEM can promote sustained adoption of their innovations. Courtney Stanford is a postdoctoral researcher in the Department of Chemistry at Virginia Commonwealth University. Her current research focuses on the identification development and assessment of process skills (also known as professional skills) in active learning undergraduate STEM classrooms.

Scholarly studies and national reports document failure of current efforts to achieve broad, sustained adoption of research-based instructional practices, despite compelling bodies of evidence supporting efficacy of many of these practices. The authors of this paper argue that many change agents who are working to promote systemic adoption of these teaching practices use approaches that are characterized by what the authors call the "dissemination paradigm." A dissemination paradigm characterizes patterns of these current, failing efforts. Change agents, working within the dissemination paradigm, try to convince adopters that their innovations can help their students. Efforts within the dissemination paradigm have not led, and are unlikely to lead, to systemic adoption. The authors offer the "propagation paradigm" as an alternative with the potential to produce improved results. Change agents, working within the propagation paradigm, engage with adopters early and often to understand their instructional systems and interactively develop a strong product adaptable to specific contexts.

关键词： Models Change Agents Teaching Methods Information Dissemination Educational Innovation instructional Systems STEM Education Comparative Analysis

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Positioning e-Learning graduate certificate programs: Niche marketing in higher education

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Services Marketing Quarterly 2010年第3期31卷 296-319页

作者： Williams van Rooij, Shahron Lemp, Larissa K. Instructional Technology Program College of Education and Human Development George Mason University Fairfax VA 22030 4400 University Dr. MS 5D6 United States

This article reports the results of a content analysis of 43 higher education e-learning certificate program websites to determine how they use those sites to market themselves. Results of the study indicate that both U.S. and international institutions marketing an e-learning graduate certificate program in the U.S. are clear and explicit about who they are, what they are offering, and what target audience they are seeking to reach. However, most programs sites do not include differentiators such as a unique selling proposition or unique benefit. These insights can be of value to institutions seeking to better market their e-learning graduate certificate programs and maximize the use of program websites. The findings are also consistent with previous research that affirms the value of positioning services brands where services marketers have a good understanding of their particular competitive situation within the services sector. © Taylor & Francis Group, LLC.

关键词： e-learning certification Higher education marketing Positioning services brands

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Making the transition to teaching online in higher education

Making the transition to teaching online in higher education

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3rd International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2009

作者： Williams, Greg Instructional Systems Development Graduate Program University of Maryland Baltimore County Baltimore MD 21250 United States

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Beyond multiple choice exams: Using computerized lexical analysis to understand students' conceptual reasoning in STEM disciplines

Beyond multiple choice exams: Using computerized lexical ana...

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39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009

作者： Urban-Lurain, Mark Moscarella, Rosa A. Haudek, Kevin C. Giese, Emma Sibley, Duncan F. Merrill, John E. Instructional Technology Research and Development Division of Science and Mathematics Education Michigan State University United States Division of Science and Mathematics Education Michigan State University United States Center for Research on College Science Teaching and Learning Michigan State University United States Bioscience Program Michigan State University United States

ISBN: (纸本)9781424447152

Constructed response questions - in which students must use their own language in order to explain a phenomenon - create more meaningful opportunities for instructors to identify their students' learning obstacles than multiple choice questions. However, the realities of typical large-enrollment undergraduate classes restrict the options faculty have for moving towards more learner-focused instruction. We are exploring the use of computerized lexical analysis of students' writing in large enrollment undergraduate biology and geology courses. We have created libraries that categorize student responses with > 90% accuracy. These categories can be used to predict expert ratings of student responses with accuracy approaching inter-rater reliability among expert raters. These techniques also provide insight into students' use of analogical thinking, a fundamental part of scientific modeling. These techniques have potential for improving assessment practices across STEM disciplines. © 2009 IEEE.

关键词： Students

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Evaluation Strategies for Midwifery Education Linked to Digital Media and Distance Delivery Technology

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Journal of Midwifery & Women's Health 2010年第6期48卷

作者： Judith T. Fullerton CNM, PhD Henry T. Ingle PhD Judith T. Fullerton CNM PhD FACNM is professor in the College of Health Sciences School of Nursing University of Texas at El Paso. Dr. Fullerton has special expertise in the field of measurement and evaluation and teaches this topic online via the UT Telecampus. Henry T. Ingle PhD is Professor and Associate Academic Affairs Vice President for Technology Planning and Distance Learning at the University of Texas at El Paso where he is responsible for program policy development and implementation of technology-based alternative instructional delivery systems.

The goal of the teaching and learning process for health professionals is the acquisition of a fundamental core of knowledge, the demonstration of critical thinking ability, and the demonstration of competency in the performance of clinical skills. Teaching and learning in distance education programs require that the administration, teachers, and students be creative in developing evaluation strategies that can be adapted to the challenges of the cyberspace on-line educational environment. Evaluation standards for distance education programs recently have been delineated by federal agencies, private organizations, and academic accreditation associations. These standards are linked to principles of sound education practice that promote program quality, high levels of student-faculty interaction, and support effective teaching and learning in the distance education context. A growing body of evidence supports the conclusion that technology-enhanced teaching is equivalent in effectiveness compared with traditional methods when student-learning outcomes are the focus of measurement. An allied body of literature offers model approaches that can be useful to educators who must also conduct the evaluation of clinical skills, provide feedback, and promote socialization to the nurse-midwifery/midwifery role for students being educated in whole or in part through instruction delivered at a distance.

关键词： distance education midwifery education evaluation assessment clinical competencies

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The Broad Institute-Six Years Later

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CHEMISTRY & BIOLOGY 2010年第4期17卷 311-312页

作者： McCarthy, Alice Main Text “In June 2003 the scientific and medical communities at MIT Harvard University and its affiliated hospitals and the Whitehead Institute banded together as collaborating partners to form the Eli and Edythe L. Broad Institute based in Cambridge MA. The Broad Institute established with initial funding from a $100 million philanthropic donation from the Los Angeles-based Broad family was primarily viewed as a marriage between the Whitehead Institute's Center for Genome Research (WICGR) and the Harvard Institute of Chemistry and Cell Biology (ICCB). Eli Broad founder and chairman of AIG SunAmerica Inc. explained “the purpose of the Broad Institute is to create a new type of research institute to build on the accomplishments of the human genome project and to move to clinical applications to both prevent and cure diseases.” Every Thursday morning we meet with perhaps 20 faculty members and 100 other researchers to discuss what we're all doing and should be doing next. -David Altschuler This paragraph was written five years ago when the Broad Institute was in its very earliest days as a life science research community (McCarthy 2005). Since that time “the Broad” as it's known has kept true to Eli Broad's vision having attracted a talented group of researchers faculty trainees and professional staff. This 1600 person research community known internally as “Broadies” includes faculty staff and students from throughout the MIT and Harvard biomedical research communities and beyond with collaborations spanning over a hundred private and public institutions in more than 40 countries worldwide. “What is special about the Broad is that we have people from Harvard MIT and the Harvard hospitals come together and work on problems of shared interest that could not be solved in their own individuals labs” explains David Altshuler M.D. Ph.D. Deputy Director and one of the Broad's six core faculty members. “These problems require expertise beyond any one principal investigator and in

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It takes the whole university to instruct the whole engineer: Narratives of collaboration

It takes the whole university to instruct the whole engineer...

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2008 ASEE Annual Conference and Exposition

作者： Thomes, Kate Newborg, Beth Bateman Joranson, Kate Budny, Dan Abramowitch, Steven Washburn, Carol Baker, Carol University of Pittsburgh Bevier Engineering Library University of Pittsburgh English/Freshman Engineering Writing Program University of Pittsburgh Business Library University of Pittsburgh Civil Engineering Department Freshman Engineering Program Swanson School of Engineering University of Pittsburgh Department of Bioengineering Swanson School of Engineering Center for Instructional Development and Distance Education University of Pittsburgh Office of Measurement and Evaluation of Teaching University of Pittsburgh

Collaborations between engineering faculty and skilled experts outside of engineering proper build strong undergraduate engineering curricula that clearly emphasize professional skills and ABET program outcomes (Criteria 3 d, f, g, h, i,). With shared goals of providing undergraduates with a rich educational experience in which research, communication and critical thinking are central to achievement and to the development of integrity in engineering, such collaborations produce an instructional program that readies students for the requirements of continuous learning and complex analysis essential to a successful, principled engineering career. This paper will describe the contributions to undergraduate engineering education that nonengineering faculty and academic departments have brought to the Pitt Experience. We will emphasize the process of designing curriculum with multiple learning outcomes that address a broad range of professional and academic goals, and we will provide examples of assignments and tools, developed by instructors and librarians from across curricula, that support research, communication, and critical thinking towards educating the "whole engineer.". © American Society for Engineering Education, 2008.

关键词： Curricula

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Preface

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New Directions for Teaching and Learning 2008年第116期2008卷 1-5页

作者： Michaelsen, Larry K. Dee Fink, L. Department of Management at Central Missouri United States University of Oklahoma Norman OK United States Instructional Development Program University of Oklahoma Norman OK United States

A preface for the Winter 2008 issue of 'New Directions for Teaching and Learning' is presented.

关键词： TEAM learning approach in education RESEARCH GROUP work in education -- Research

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A progress report on the hands-on interdisciplinary laboratory program: An approach to strengthen the weather radar curriculum at the University of Oklahoma

A progress report on the hands-on interdisciplinary laborato...

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86th AMS Annual Meeting

作者： Yeary, Mark Dubois, Jacqueline Yu, Tian Palmer, Robert Biggerstaff, Michael Fink, L. Dee Ahern, Carolyn School of Electrical and Computer Engineering University of Oklahoma Norman OK 73019 United States School of Meteorology Univ. of Okla. Norman OK United States Instructional Development Program Univ. of Okla. Norman OK United States Ahern and Associates Norman OK United States

This paper describes the curriculum details of an on-going NSF DUE project that commenced in the fall 2004 semester at the University of Oklahoma (OU). This three-year project offers a new active-learning and hands-on laboratory program that is interdisciplinary, in which engineering, geoscience, and meteorology students are encouraged to actively participate. The program is intended to generate a unique, interdisciplinary research-oriented learning environment that will train future engineers and meteorologists in the full set of competencies needed to take raw radar data and transform it into meaningful interpretations of weather phenomena. The heart of the program is the development of a set undergraduate courses, offered by the School of Meteorology and the School of Electrical & Computer Engineering, that will provide hands-on laboratory experiences in the special knowledge and skills necessary for organizing real-time weather data, improving and preparing that data for display, and interpreting its meteorological and scientific significance. In addition, programs for middle school students have been generated for the purpose of increasing their interest in science and engineering prior to entering college.

关键词： Curricula

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