DITL Skenaario 5 valmis — Transcript

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1. 0:00Let's move on to the fifth scenario.
2. 0:04In this scenario, you get to put yourself in the position of a student.
3. 0:09Let's imagine a situation where you, as a student, have taken part in a course of study.
4. 0:13You have attended all the lectures, small group meetings and workshops of this course,
5. 0:17familiarised yourself with the course materials, the literature, and you are now going to take the exam.
6. 0:22You have also reviewed these things before the exam, and you have also gone through the teacher's exam tips.
7. 0:28After the exam, however, you feel a bit confused because the exam did not put much emphasis on these issues,
8. 0:34which had been emphasised in the lectures, and the teacher had then emphasised the need to master such broad concepts,
9. 0:40but in the exam they asked more about small details and bits and pieces of information.
10. 0:45Next, consider what ideas this particular scenario section raises,
11. 0:50and whether you have ever been in a similar situation as a teacher or student.
12. 0:54Once again, I'll answer the questionnaire there and then you can go on with the video.
13. 1:02This situation or example naturally brings to mind constructivist linearity,
14. 1:09and I think it is easy to approach it using Mari Murtonen's model of instructional design.
15. 1:15This model may be familiar to some of you, depending on the context,
16. 1:19what kind of pedagogical courses you have attended in the past.
17. 1:25But in line with the idea of constructive alignment, instructional design should start from the knowledge objectives.
18. 1:34So first it is essential to think about what we want,
19. 1:38that students learn and master this, for example, after they have taken a course.
20. 1:45So what we're really basing the whole course and all the other teaching on.
21. 1:50And once we've planned carefully, it's also really important to think about those learning outcomes,
22. 1:58from that point two in the diagram, who our students are.
23. 2:03And that's not what Mari Murtonen said,
24. 2:08that we should always feel in every teaching situation,
25. 2:12every student personally at all times.
26. 2:15Sometimes it is possible, but not always.
27. 2:18But we can draw some conclusions from that,
28. 2:23roughly what kind of backgrounds students come from, for example.
29. 2:29Are they majors, minors?
30. 2:33Are they from different disciplines or from the same discipline?
31. 2:38Maybe possibly what kind of prior knowledge they have on the subject or what they have studied before.
32. 2:44And this kind of thing, even if you don't know it in advance,
33. 2:48you can also, for example, at the beginning of the course, with the help of various small activating tasks
34. 2:54gather information and do some background research on it,
35. 3:01to be able to target their teaching to that particular group of students.
36. 3:08Of course, the learning environment and the resources and teaching methods available also have an impact on the alignment.
37. 3:19So once we have defined those competence objectives at the beginning,
38. 3:23then we are supposed to build the learning environment as such,
39. 3:28that it supports the achievement of those competency objectives.
40. 3:32And this involves, for example, the forms of teaching,
41. 3:35the way we organise teaching and where we hold it
42. 3:39and what kind of interaction, for example, is involved and many other things.
43. 3:46And indeed the choice of teaching methods so that they support as much as possible
44. 3:51the achievement of their stated competence objectives.
45. 3:57It is also useful to consider the workload, and the teacher's own workload,
46. 4:01but in this context the workload of the students,
47. 4:04because it has to be proportionate to the objectives set
48. 4:09and also to assessment and credits.
49. 4:14So think about it carefully so that the course is not too demanding,
50. 4:20but then on the other hand, that there is enough time set aside for students to work.
51. 4:27And that's what the students in this example might have been wondering about,
52. 4:33was that in this case, necessarily, the assessment was not focused on those things,
53. 4:41what the students thought was most important in the course.
54. 4:46So it may be that the definition of their competency objectives there at the beginning
55. 4:52and making them transparent to students
56. 4:55and also to plan the other phases of the course on the basis of these objectives
57. 5:02could possibly have helped to make students more aware,
58. 5:08what they are then expected to know in the final exam.
59. 5:14So in this case, of course, the exam has been used to assess learning.
60. 5:20So what we can learn from this and what we hopefully remember from this,
61. 5:28is that when we plan the course, we really know how to keep the learning objectives in mind
62. 5:36throughout this so-called cyclical process and then think about all these steps,
63. 5:45for example, teaching methods, workload assessment based on that,
64. 5:49that they then go in line with these.
65. 5:56This is a good way to produce good courses and when students are well informed about these issues,
66. 6:04for example, you make the competency objectives very clear and explain the assessment methods at the beginning of the course,
67. 6:12then one should hopefully avoid such ambiguities as described in this example.
68. 6:22Let's go back to the scenario presented at the beginning. What did I see towards the end of the video that makes you think?
69. 6:34If you were the teacher in charge of this course, what possible changes would you make?
70. 6:40or what would you take into account in the future when designing this course?
71. 6:44Once again, write your reflections in the task sheet and then move on to the next task.
72. 6:50There are a few more literature tips related to this as well, if you want to check them out at this stage.