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Three domains of learning and levels of understanding

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University Teaching

Universidad de Hong Kong

4.8 (228 calificaciones) | 7.2K estudiantes inscritos

University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. With input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent. More specifically, University Teaching will help you to address the following questions: - What does teaching in higher education involve? - What does research evidence tell us about effective teaching in higher education? - How can we ensure that our instructional design will help our students achieve their intended learning outcomes? - What pedagogic options do we have to make our teaching successful? - What assessment and feedback practices can help our students learn more effectively? After completing the learning tasks in this course, you will be able to: - Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter. - Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching. - Analyse the relationships between various aspects of teaching and student learning. - Identify a range of instructional strategies to support effective student learning. - Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning. Course trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE Course outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdf

Destrezas que aprenderás

Teaching, Management, Instructional Design, Teaching Method

Revisiones

4.8 (228 calificaciones)

5 stars
191 ratings
4 stars
28 ratings
3 stars
6 ratings
2 stars
2 ratings
1 star
1 ratings

CC

Jan 13, 2019

It is a very complete course that not only shows how to put into practice some important methods for deep learning but explains its importance.

JA

Sep 13, 2018

Excellent course. I need to get up to speed with modern University teaching methods and have found this course very helpful and engaging.

De la lección

What does research tell us about effective teaching in higher education?

This module focuses on a selection of established research evidence on effective university teaching in higher education for you to learn what works, what doesn’t, what helps, and what hinders. No overwhelming literature review. These are only selected essentials.

Module overview1:52

Three domains of learning and levels of understanding6:40

Teaching and learning approaches9:05

Factors that influence student learning (I)6:32

Factors that influence student learning (II)5:11

Seven principles of effective teaching (I)4:47

Seven principles of effective teaching (II)4:19

Seven principles of effective teaching (III)3:23

Impartido por:

Dr. Lily Min Zeng
Assistant Professor (course designer)
Tracy, Xiaoping Zou
Dr.

Transcripción

As teachers, we hope to help students achieve meaningful learning outcomes. What have you helped your students to achieve in a course you taught most recently? Or if you were not involved in teaching yet, what have you learnt from a course you took most recently? Being able to carry out some statistical analysis? Being able to explain a theory? Being able to use what they learnt to solve a problem? Or obtaining an increased interest in something? Searching in your learning or teaching experiences, make a list of the learning outcomes you can remember. Now look at the learning outcomes you listed and see whether they can be categorized into some themes. I wonder what major themes have emerged from your list. By reviewing extensively the actual educational objectives teachers proposed in practice, Bloom and his colleagues identified three domains of learning: cognitive, affective, and psychomotor. Psychomotor domain defines the learning that deals with physical movement, coordination, and the use of motor skills. According to one of the researchers in the field, Dave, there are five major categories in this domain. Imitation is the most basic level which involves simply observing and copying the action of someone else. Manipulation is the second level, involving reproducing activity from instruction or memory. So it is a step forward from imitation. The third level is precision, referring to the ability to execute skill smoothly, accurately, and independently. The fourth level is articulation, which means being able to adapt or integrate expertise to satisfy a new context. It is a much advanced level. The highest level is naturalization, referring to an instinctive mastery of activity and related skills at a strategic level. Affective domain describes the emotional aspects of learning. It includes changes in interest, belief, attitude, value, and motivation. Researchers identified five major categories in this domain which range from the simplest to the most complex. The first category is receiving, which refers to the awareness of an attitude, behaviour or value and the willingness to hear or receiving information. The second category is responding. It goes beyond the willingness to receive information passively to active attention to stimuli, willingness to participate or showing enjoyment. The third category is valuing, referring to the value a person attaches to a particular object, phenomenon, or behaviour. It involves an acceptance of a value, preference for a value or a commitment to particular stance or action. The fourth category is organization. It involves conceptualizing different values, resolving the conflicts between them, and developing a personal value system. The fifth category is characterisation or internalisation. At this level, a student already have a consistent value system established. He or she behaves consistently in accordance with the values he or she has internalized. The cognitive domain is perhaps the domain where most of the work in curriculum development It involves the recognition of knowledge and the development of intellectual abilities and skills. Under this domain, six levels were identified and ordered from the most simple to the most complex. Knowledge is the simplest level which focuses on memorization, recognition, and recall of information. For example, define technical terms by giving their attributes and properties. Comprehension is the second level which focuses on translation, understanding the meaning, and interpretation of information. For example, explain some general principles by giving examples or illustrations. Or turn a lengthy illustration into a briefer version using one's own words. Application is the third level which focuses on using or implementing learned materials or concepts in a new context. For example, predict the effect of a change in a factor in a new situation. Analysis is the fourth level which focuses on separating materials or concepts into parts and distinguishing between facts and inferences in order to find the underlying structure. For example, recognize the causal relationships, or identify the important and unimportant details in an historical account. The fifth level is synthesis, which focuses on combining diverse elements together to build a new structure or create something new. For example, formulate hypotheses based upon some analysis. The highest level is evaluation, which focuses on making judgments on the value of ideas or materials. For example, critically review the major theories in a field. More recently, there has been an updated version of this taxonomy in the cognitive domain, where the two highest levels were reversed. Look at these learning tasks on the screen. Which domain of learning do they belong to? Which level of the challenge and demand do they pose to students? What do you think are the most important skills, knowledge or attitude in the course or programme that you are teaching? What are you most interested in helping your students to achieve? These taxonomies provide a wide range of options you can consider in your teaching.

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