Learning Matrix

In the future, only this mirror page will be updated. Click!

Learning Matrix
for:
Geog 207
Geog 350
Geog 450 LEARNING EXPERIENCES
Evaluation
of the Learning Content, Environment & Processes; Assessment Techniques

Class & Class Readings

Substantive Content

Lab (in-situ & remote)

Skills: Class exercises, Communication Skills, Computer Resource Skills

Projects (Independent Discovery; Service Learning Projects; Collaborations)

Learning Objectives
Intended Learning Outcomes

Understanding and mastery of concepts and tools
Example:
*Objectives for Geog 207
*Objectives for Geog 350
*Objectives for Geog 450
Ability to discuss the relevance of class content for contemporary social & economic issues and to apply theoretical principles or constructs to real-world scenarios (the latter more in 450 than 207).

(Computer-, Communications-, Resource-, Library-, and Research-) Skills as outlined in Sequentially ordered (weekly) "skills-table", based on:

Definitions of 'Information Literacy'
Nyerges et al. Information Skills Table

Independence, Self-Responsibility

Collaboration & Communication Skills

"Contributions" to the Learning Environment (e.g. via Web pages)
Project Management Experience & Skills

Evaluation & coordination with other instructors in Economic Geography Program; following Bloom's hierarchy of educational objectives; Coordination with general educational objectives at local institution; Comparisons with similar programs elsewhere; Planned solicitation of feedback from employers.

Learning Activities and Resources
Nature of Learning Environment

Class meetings (Lectures, discussions), text(s),

Other (incl. digital) readings
Office & Email clarifications
Electronic discussions as extension of classroom
Participation in optional learning "Opportunities" (related to Learning Objectives e.g. attending selected colloquia)
Lab meetings, Individual & group practice; Office consultations; Use of & contributions to Web system
Remote Labs:
Completion of predefined tasks. Submission by Email or Web posting;

Participation in optional learning "Opportunities" (related to Learning Objectives e.g. Attending selected skill workshops)

Individual Research; Group projects;
Office consultation

Participation in optional learning "Opportunities" (related to Learning Objectives; e.g. Peer tutoring; Service Learning and other outreach activities; Internships)

Evaluation of learning environment & activities: Are they appropriate given the present objectives and given feedback from previous achievement evidence?
Self-evaluation by instructor after every "event"; Evaluation by "helpers" (incl. TA)

Outputs; "Products" incorporating appropriate attributes &test items
1.Criterion items (Was the objective achieved?) Must match the objective in
(a) performance and
(b) condition
2.Diagnostic items (Why was the objective NOT achieved?)
In-class & take-home examinations;

Oral/ face-to-face evaluations;
Students' Notebook
(1) Content (quality, quantity)
(2) Organization,
Optional tasks: Journal

Lab Sheets

Exercises (in-lab +/or at-home)
Lab demonstrations

Tutorial assistance of peers;
Optional tasks: Journal

Alternative project documentations: Posters; Portfolios; Web-systems, etc.;
Group presentations to class or lab;
Optional tasks: Journal; Presentation at yearly Undergraduate Symposium

Assessment of students' self-evaluation;

Discussion with class-helpers

Measurement & Evaluation of the Learning Outcome:

Norm-referenced
Criterion-referenced

Grading of products;

Evaluation of examination performance of students, feedback in class & office, communication with TA

(Sequential) Evaluation of weekly lab sheets; feedback in lab; project-related products; ability to teach peers

Peer & group evaluation throughout quarter; feedback from instructor(s); evaluation of projects by "external experts" (supervisors, faculty etc.)

Class-specific evaluation using forms developed by instructor.

Providing evaluation information, feedback and instructor's responses to earlier evaluations of classes
Overall Evaluation

Letters of Achievement

Learning Matrix for: Geog 207 Geog 350 Geog 450	LEARNING EXPERIENCES	Evaluation of the Learning Content, Environment & Processes; Assessment Techniques
Class & Class Readings Substantive Content	Lab (in-situ & remote) Skills: Class exercises, Communication Skills, Computer Resource Skills	Projects (Independent Discovery; Service Learning Projects; Collaborations)
Learning *Objectives* Intended Learning Outcomes	Understanding and mastery of concepts and tools Example: Objectives for Geog 207 Objectives for Geog 350 *Objectives for Geog 450 Ability to discuss the relevance of class content for contemporary social & economic issues and to apply theoretical principles or constructs to real-world scenarios (the latter more in 450 than 207).	(Computer-, Communications-, Resource-, Library-, and Research-) Skills as outlined in Sequentially ordered (weekly) "skills-table", based on: Definitions of 'Information Literacy' Nyerges et al. Information Skills Table	Independence, Self-Responsibility Collaboration & Communication Skills "Contributions" to the Learning Environment (e.g. via Web pages) Project Management Experience & Skills	Evaluation & coordination with other instructors in Economic Geography Program; following Bloom's hierarchy of educational objectives; Coordination with general educational objectives at local institution; Comparisons with similar programs elsewhere; Planned solicitation of feedback from employers.
Learning *Activities* and Resources Nature of Learning Environment	Class meetings (Lectures, discussions), text(s), Other (incl. digital) readings Office & Email clarifications Electronic discussions as extension of classroom Participation in optional learning "Opportunities" (related to Learning Objectives e.g. attending selected colloquia)	Lab meetings, Individual & group practice; Office consultations; Use of & contributions to Web system Remote Labs: Completion of predefined tasks. Submission by Email or Web posting; Participation in optional learning "Opportunities" (related to Learning Objectives e.g. Attending selected skill workshops)	Individual Research; Group projects; Office consultation Participation in optional learning "Opportunities" (related to Learning Objectives; e.g. Peer tutoring; Service Learning and other outreach activities; Internships)	Evaluation of learning environment & activities: Are they appropriate given the present objectives and given feedback from previous achievement evidence? Self-evaluation by instructor after every "event"; Evaluation by "helpers" (incl. TA)
Outputs; *"Products"* incorporating appropriate attributes &test items 1.Criterion items (Was the objective achieved?) Must match the objective in (a) performance and (b) condition 2.Diagnostic items (Why was the objective NOT achieved?)	In-class & take-home examinations; Oral/ face-to-face evaluations; Students' Notebook (1) Content (quality, quantity) (2) Organization, Optional tasks: Journal	Lab Sheets Exercises (in-lab +/or at-home) Lab demonstrations Tutorial assistance of peers; Optional tasks: Journal	Alternative project documentations: Posters; Portfolios; Web-systems, etc.; Group presentations to class or lab; Optional tasks: Journal; Presentation at yearly Undergraduate Symposium	Assessment of students' self-evaluation; Discussion with class-helpers
Measurement & Evaluation of the Learning Outcome: Norm-referenced Criterion-referenced Grading of products;	Evaluation of examination performance of students, feedback in class & office, communication with TA	(Sequential) Evaluation of weekly lab sheets; feedback in lab; project-related products; ability to teach peers	Peer & group evaluation throughout quarter; feedback from instructor(s); evaluation of projects by "external experts" (supervisors, faculty etc.)	Class-specific evaluation using forms developed by instructor. Providing evaluation information, feedback and instructor's responses to earlier evaluations of classes Overall Evaluation Letters of Achievement

"Everytime we teach a child something, we keep him from inventing it himself." [Jean Piaget]

Related Resources and Web Sites:

The Learning Web
Purposes and Objectives of the Use of Web Sites in Classes
Bloom's Taxonomy
Skills Check-Off Lists [Krumme's Classes]
Nyerges' et al. Information Skills Table
Learning Styles (R.M.Felder) || Index of Learning Styles
Laura Larsson's Digital Literacy Checklist "Digital literacy is "the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers"; ... this checklist distinguishes between desktop and Internet competencies..."
Information Problem-Solving The Big Six Approach to Library and Information Skills Instruction:
Information Problem-Solving adapted from the book by Michael B. Eisenberg and Robert E. Berkowitz, originally published in their book, Information Problem Solving: The Big Six Skills. Norwood, N.J.: Ablex Publ. Corp., c1990, 1995. The Big Six
"The Big Six Model represents a general approach to solving problems from an information point of view. The six steps or logical stages roughly correspond to Bloom's Taxonomy - Cognitive Domain. However, Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation are dealt with using the Information Processes..."
Learning Matrix [Mirror, more recently updated]

Return to UWired Paper || Resource Directory || Education & Technology || Econ & Bus Geography ||
Krumme (Home_1) || Krumme (Home_2)
2000+ [krumme@u.washington.edu & krumme(at)comcast(dot)net]]

Economic & Business Geography

Learning Matrix

In the future, only this mirror page will be updated. Click!

Return to UWired Paper || Resource Directory || Education & Technology || Econ & Bus Geography || Krumme (Home_1) || Krumme (Home_2) 2000+ [krumme@u.washington.edu & krumme(at)comcast(dot)net]]

Return to UWired Paper || Resource Directory || Education & Technology || Econ & Bus Geography ||
Krumme (Home_1) || Krumme (Home_2)
2000+ [krumme@u.washington.edu & krumme(at)comcast(dot)net]]