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Learning Reconsidered Protocol Presentation

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The document discusses a new approach to understanding student learning called "Learning Reconsidered." It focuses on shifting from a process-based approach centered around activities to an outcome-based approach focused on what students will learn. The document provides guidance on writing learning outcomes, including making them observable, measurable, action-oriented, specific, practical and meaningful. It also discusses implications for experiential education, leadership development and other fields.

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Learning ReconsideredProtocol GroupChristine Braun, Amy Dinise-Halter, Jessica Rehling, and Tony R. Smith
Why Learning Reconsidered?Opening VideoRefer to page 2 of Learning Reconsidered: Heading - Toward A New Understanding of Students and Learning
The Four AsBreak into groups3-4 people per group10 minutes for each question to follow. We will prompt you for time.
The Four As What Assumptions do the authors of the text hold?What do you Agree with in the text?What do you want to Argue with in the text?What parts of the text do you want to Aspire to?
The Four As What Assumptions do the authors of the text hold?What do you Agree with in the text?What do you want to Argue with in the text?What parts of the text do you want to Aspire to?
Bringing Us BackComing back together
Putting Learning Reconsidered Into PracticeLearning OutcomesLearning outcomes define the goals of learning experiences for studentsStudent should be able to do, know or valueNot the same as student satisfactionMultiple Levels with OutcomesLook up, down and aroundAdapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
Outcome-based ThinkingFrom process-based thinking to outcome-based thinkingShift in attention from satisfaction to learningShift from just doing an activity to defining what students will learning from the activity and why the activity is important to student learningAdapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
Writing Learning OutcomesCharacteristics of Good Learning Outcomes:ObservableMeasurableAssessment becomes key to defining and examining student learningAction-orientedAccording to Keeling and Associates learning outcomes should be:Very specificPracticalMeasurableMeaningfulConsistentSensibleCredibleAdapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
PopulationActionActivityMeasurementLearningAssessment Tool
Lets PracticeGroups: Experiential EducationHigh School to College TransitionsResidential LifeLeadership DevelopmentTransformative Learning
Lets ProcessWhat questions do you have?What are the implications to the field? To you?
What Amazing OpportunitiesClosing Video
ReferencesBloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay.Keeling, R. P. (2007, June). From reconsidering learning to promoting student success: Creating institutional effectiveness [PowerPoint slides]. Retrieved from http://www.keelingassociates.com/ka/presentationsrecent.Kendal,P. L. (1994). The continuing education guide: The CEU and other professional development criteria. Lakeville, MN: Hunt. Retrieved June 18, 2007 from American Association of Law Libraries at http://www.aallnet.org/prodev/outcomes.asp.

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Learning Reconsidered Protocol Presentation

  • 1. Learning ReconsideredProtocol GroupChristine Braun, Amy Dinise-Halter, Jessica Rehling, and Tony R. Smith
  • 2. Why Learning Reconsidered?Opening VideoRefer to page 2 of Learning Reconsidered: Heading - Toward A New Understanding of Students and Learning
  • 3. The Four AsBreak into groups3-4 people per group10 minutes for each question to follow. We will prompt you for time.
  • 4. The Four As What Assumptions do the authors of the text hold?What do you Agree with in the text?What do you want to Argue with in the text?What parts of the text do you want to Aspire to?
  • 5. The Four As What Assumptions do the authors of the text hold?What do you Agree with in the text?What do you want to Argue with in the text?What parts of the text do you want to Aspire to?
  • 6. Bringing Us BackComing back together
  • 7. Putting Learning Reconsidered Into PracticeLearning OutcomesLearning outcomes define the goals of learning experiences for studentsStudent should be able to do, know or valueNot the same as student satisfactionMultiple Levels with OutcomesLook up, down and aroundAdapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
  • 8. Outcome-based ThinkingFrom process-based thinking to outcome-based thinkingShift in attention from satisfaction to learningShift from just doing an activity to defining what students will learning from the activity and why the activity is important to student learningAdapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
  • 9. Writing Learning OutcomesCharacteristics of Good Learning Outcomes:ObservableMeasurableAssessment becomes key to defining and examining student learningAction-orientedAccording to Keeling and Associates learning outcomes should be:Very specificPracticalMeasurableMeaningfulConsistentSensibleCredibleAdapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
  • 11. Lets PracticeGroups: Experiential EducationHigh School to College TransitionsResidential LifeLeadership DevelopmentTransformative Learning
  • 12. Lets ProcessWhat questions do you have?What are the implications to the field? To you?
  • 14. ReferencesBloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay.Keeling, R. P. (2007, June). From reconsidering learning to promoting student success: Creating institutional effectiveness [PowerPoint slides]. Retrieved from http://www.keelingassociates.com/ka/presentationsrecent.Kendal,P. L. (1994). The continuing education guide: The CEU and other professional development criteria. Lakeville, MN: Hunt. Retrieved June 18, 2007 from American Association of Law Libraries at http://www.aallnet.org/prodev/outcomes.asp.