WEBVTT 00:00.379 --> 00:03.819 Now it's time for Miss Miss Meg Barney 00:03.880 --> 00:07.050 and her presentation aligned adult 00:07.059 --> 00:10.109 learning best practices with outcomes 00:10.180 --> 00:13.630 based military education . So M Barney , 00:13.640 --> 00:16.750 I'm gonna hand it over to you . Great . 00:16.760 --> 00:20.450 Thank you , Dana . Great . OK . Well , 00:20.459 --> 00:22.681 yes , thank you everyone for hanging in 00:22.681 --> 00:24.626 this long . We talked a little bit 00:24.626 --> 00:26.681 about zoom fatigue earlier . Um So I 00:26.681 --> 00:29.590 appreciate your presence here . I also 00:29.600 --> 00:32.310 am uh sad to announce that this 00:32.380 --> 00:34.349 presentation feels very low tech 00:34.360 --> 00:37.709 following Doctor Clayton's demos of V R . 00:37.720 --> 00:39.869 So you can if you want to close your 00:39.880 --> 00:41.880 eyes during the session and imagine 00:41.880 --> 00:44.102 that we're any V R environment that you 00:44.102 --> 00:46.269 like , feel free to do so to , to make 00:46.269 --> 00:48.491 it more engaging . Um But yes , as data 00:48.491 --> 00:50.491 mentioned , I'm Mc Varney . I'm the 00:50.491 --> 00:52.547 lead writing specialist with the Air 00:52.547 --> 00:54.880 University Teaching and Learning Center . 00:54.880 --> 00:57.102 Uh I work specifically with the writing 00:57.102 --> 00:59.102 lab there and in the summer I teach 00:59.102 --> 01:01.213 communication skills courses with the 01:01.213 --> 01:03.324 faculty over at International Officer 01:03.324 --> 01:05.213 School . So I help uh support our 01:05.213 --> 01:07.380 international students who are joining 01:07.380 --> 01:09.602 programs at a university . And today we 01:09.602 --> 01:11.436 are talking about aligning adult 01:11.436 --> 01:13.547 learning best practices with outcomes 01:13.547 --> 01:16.620 based military education . Before we 01:16.629 --> 01:18.940 get into an overview , a disclaimer as 01:18.949 --> 01:21.309 others have mentioned that the views um 01:21.319 --> 01:23.769 of this presentation do not represent 01:23.779 --> 01:25.446 those of the US Government uh 01:25.446 --> 01:28.190 Department of Defense Air Force or Air 01:28.199 --> 01:31.690 University . All right . So for our own 01:31.699 --> 01:33.643 objectives and overview , for this 01:33.643 --> 01:35.889 presentation , a little context first , 01:35.900 --> 01:38.180 this has kind of grown out of my own um 01:38.190 --> 01:40.860 exploration and thinking of . Uh if 01:40.870 --> 01:42.981 we're , if I'm understanding outcomes 01:42.981 --> 01:44.981 based military education , how does 01:44.981 --> 01:47.370 that impact ? Not only at the the 01:47.379 --> 01:49.379 outcomes and assessment level , but 01:49.379 --> 01:51.379 also at that kind of daily practice 01:51.379 --> 01:53.601 level , the lessons and activities that 01:53.601 --> 01:55.712 I'm doing with my learners or with my 01:55.712 --> 01:57.823 students in any kind of environment . 01:57.823 --> 02:00.046 If it's more academic , like the work I 02:00.046 --> 02:02.212 do at a university or if it's training 02:02.212 --> 02:04.157 or a program or any of the kind of 02:04.157 --> 02:06.157 learning work that we're doing with 02:06.157 --> 02:09.350 students , how can we be always working 02:09.360 --> 02:11.869 towards this outcome or implementing 02:11.880 --> 02:14.250 outcomes based military education ? So 02:14.259 --> 02:16.370 to talk through that and kind of just 02:16.370 --> 02:18.481 explore my own thinking process along 02:18.481 --> 02:20.315 the way , we'll first do a quick 02:20.315 --> 02:22.370 refresher . If you haven't looked at 02:22.370 --> 02:24.426 some of the definitions of O B M E , 02:24.426 --> 02:26.648 recently , we'll take a look at those , 02:26.648 --> 02:28.703 we'll examine some of the alignments 02:28.703 --> 02:30.759 between that and adult learning best 02:30.759 --> 02:32.926 practice is and where we'll spend most 02:32.926 --> 02:34.648 of our time is considering the 02:34.648 --> 02:36.703 applications . What are those things 02:36.703 --> 02:38.815 that we can be doing um on a more day 02:38.815 --> 02:40.926 to day basis to make sure that we are 02:40.926 --> 02:43.425 still focused on uh the outcome and 02:43.434 --> 02:45.212 we're using adult learning best 02:45.212 --> 02:48.839 practices to do that . So as I 02:48.850 --> 02:50.961 mentioned some definitions first , if 02:50.961 --> 02:52.850 you haven't recently read the dod 02:52.850 --> 02:55.960 instruction 13 22 35 on military 02:55.970 --> 02:58.630 education , a couple of highlights here 02:58.639 --> 03:01.380 from that document . So OME focuses on 03:01.389 --> 03:03.669 the output , right ? That's the outcome 03:03.679 --> 03:06.600 part . What , what are students needing 03:06.610 --> 03:09.139 to do after this course or this program 03:09.149 --> 03:11.380 or this training that can be expressed 03:11.389 --> 03:13.509 as knowledge , skills and abilities , 03:13.520 --> 03:16.410 ksas as we might know them . Um What do 03:16.419 --> 03:18.308 our students , our learners , our 03:18.308 --> 03:20.419 graduates need to do to be successful 03:20.419 --> 03:22.530 in their operational environment ? So 03:22.530 --> 03:26.330 very much a real world focus , the goes 03:26.339 --> 03:28.860 on to describe that this means starting 03:28.869 --> 03:31.720 with a clear picture . Um So that again , 03:31.729 --> 03:34.389 that outcome , that output , what is it 03:34.399 --> 03:36.566 if we really break it down and then we 03:36.570 --> 03:38.570 work backwards a bit . How are we 03:38.580 --> 03:40.358 organizing our curriculum , our 03:40.358 --> 03:42.639 instruction , our assessments and we'll 03:42.649 --> 03:44.816 go , like I said , even a step further 03:44.816 --> 03:46.649 today to think about lessons and 03:46.649 --> 03:48.427 activities to be geared towards 03:48.427 --> 03:50.371 achieving those outcomes and those 03:50.371 --> 03:54.119 outputs a little later . Uh or 03:54.130 --> 03:56.490 or in that same section of O B M E in 03:56.500 --> 04:00.089 the do it lays out how this pertains 04:00.100 --> 04:02.100 to assessment ? So this language is 04:02.100 --> 04:04.100 taken direct from the doty again in 04:04.100 --> 04:05.711 that when assessing outcomes 04:05.711 --> 04:07.711 assessments should be authentic and 04:07.711 --> 04:10.460 standardized . So if they are authentic , 04:10.470 --> 04:12.675 that's real world , you'll hear me say 04:12.684 --> 04:14.795 that phrase many times throughout the 04:14.795 --> 04:16.740 presentation today , hopefully not 04:16.740 --> 04:18.684 stumbling over it as it's become a 04:18.684 --> 04:20.906 little bit of a tongue twister for me , 04:20.906 --> 04:23.184 but those real world applications . So , 04:23.184 --> 04:25.295 so when we're assessing the authentic 04:25.295 --> 04:27.462 is aligned with those expectations and 04:27.462 --> 04:29.184 also standardized , right ? So 04:29.184 --> 04:31.240 everyone's trying to reach that same 04:31.240 --> 04:33.380 outcome . The doty discusses how 04:33.390 --> 04:35.557 rubrics can be used as part of this or 04:35.557 --> 04:37.723 how should they should be used as part 04:37.723 --> 04:39.446 of this authentic standardized 04:39.446 --> 04:41.501 assessment ? Today's presentation is 04:41.501 --> 04:43.557 not focused on rubrics , we won't be 04:43.557 --> 04:45.668 going into that . So if you'd like to 04:45.668 --> 04:47.834 talk more about how to efficiently and 04:47.834 --> 04:50.001 effectively build and use rubrics , um 04:50.001 --> 04:49.839 please get in touch with us at the 04:49.850 --> 04:51.961 teaching and learning center . I'd be 04:51.961 --> 04:54.072 happy to support you in that . Um But 04:54.072 --> 04:55.850 specifically from the doty , it 04:55.850 --> 04:58.279 describes that um uh as part of this 04:58.290 --> 05:00.457 assessment process , we need to ensure 05:00.457 --> 05:02.679 that students understand the expected 05:02.690 --> 05:04.912 outcome . So again , that clear picture 05:04.912 --> 05:07.134 very clearly , what are we aiming for ? 05:07.134 --> 05:09.246 What are the behaviors that are going 05:09.246 --> 05:11.412 to demonstrate that you've mastered it 05:11.412 --> 05:13.634 or you can achieve that outcome and how 05:13.634 --> 05:13.420 will they be assessed ? So , so we're 05:13.429 --> 05:15.485 not leaving anything a secret . It's 05:15.485 --> 05:17.707 not a surprise where everything is laid 05:17.707 --> 05:19.651 out clearly for students and we're 05:19.651 --> 05:21.373 always focused on that outcome 05:23.619 --> 05:25.786 to make it make a little more sense in 05:25.786 --> 05:27.880 my head . I appreciate any kind of 05:27.890 --> 05:30.057 visual sort of depiction . And so what 05:30.057 --> 05:32.549 I put together here is um just a , a 05:32.559 --> 05:35.750 representation of that backward 05:35.760 --> 05:39.679 planning for forward execution . So 05:39.690 --> 05:41.480 we first need to , as was just 05:41.489 --> 05:43.433 described by looking over the doty 05:43.433 --> 05:46.040 excerpts uh decide what are those 05:46.049 --> 05:48.271 outcomes . So if we're planning a whole 05:48.271 --> 05:50.700 kind of program of training or academic 05:50.709 --> 05:52.820 courses , what are the outcomes those 05:52.820 --> 05:55.040 real world outputs that students need 05:55.049 --> 05:57.859 to achieve ? And then in our planning 05:57.869 --> 06:00.260 process that then takes us to the 06:00.269 --> 06:02.299 curriculum and courses themselves . 06:02.309 --> 06:04.198 What are the outcomes there ? How 06:04.198 --> 06:06.198 should we arrange our curriculum in 06:06.198 --> 06:08.660 order to meet those program outcomes ? 06:09.010 --> 06:11.010 The next planning step would be all 06:11.010 --> 06:13.066 right now that we know these are our 06:13.066 --> 06:15.121 course outcomes that lead to program 06:15.121 --> 06:17.343 outcomes . What assessments can we make 06:17.343 --> 06:19.920 those authentic assessments so that we 06:19.929 --> 06:22.179 can evaluate if students will be able 06:22.190 --> 06:25.220 to meet these outcomes and that takes 06:25.230 --> 06:27.397 us to where we're going to be spending 06:27.397 --> 06:29.579 the majority of our time here soon , 06:29.589 --> 06:31.859 the lessons and activities . So 06:31.869 --> 06:34.279 everything should be pointing back to 06:34.290 --> 06:36.512 those outcomes , right ? So we're doing 06:36.512 --> 06:38.734 this backward planning and then forward 06:38.734 --> 06:40.901 execution . So on a day to day basis , 06:40.901 --> 06:42.957 as an instructor , I'm leading those 06:42.957 --> 06:45.123 lessons and those activities and those 06:45.123 --> 06:47.068 should be tied to the assessment , 06:47.068 --> 06:49.123 right ? They're very closely aligned 06:49.123 --> 06:51.068 with the assessment and then those 06:51.068 --> 06:53.915 assessments tied to the course outcomes 06:53.924 --> 06:56.684 which tied to the program outcomes . So 06:56.804 --> 06:59.375 even our daily activities are leading 06:59.385 --> 07:01.765 towards those eventual program outcomes . 07:02.359 --> 07:04.690 Um I have a little bit of an analogy 07:04.730 --> 07:07.690 for us . So I am not a military 07:07.700 --> 07:11.290 strategist by any means , but I work uh 07:11.299 --> 07:13.132 in the writing lab with a lot of 07:13.132 --> 07:15.021 students who are developing their 07:15.021 --> 07:17.209 operational and strategic um planning 07:17.220 --> 07:19.869 abilities . And so ends ways means is 07:19.880 --> 07:22.160 talked about a lot . And so I feel like 07:22.170 --> 07:24.809 here we can uh establish a correlation 07:24.820 --> 07:26.859 and that the program outcomes are 07:26.869 --> 07:29.091 really those ends that we're aiming for 07:29.091 --> 07:31.630 those the objectives and then the 07:31.640 --> 07:33.307 course outcomes , the courses 07:33.307 --> 07:35.251 themselves , the assessments , the 07:35.251 --> 07:37.418 lessons and activities , those are the 07:37.418 --> 07:39.584 ways that we're using to achieve those 07:39.584 --> 07:41.751 ends , the plans that we're putting in 07:41.751 --> 07:43.807 place to make sure we can reach that 07:43.807 --> 07:45.751 outcome . And of course , we can't 07:45.751 --> 07:47.918 leave memes out . So although we won't 07:47.918 --> 07:50.084 be going into too much specifics today 07:50.084 --> 07:52.084 for the means , this would be those 07:52.084 --> 07:54.140 resources that we need to uh achieve 07:54.140 --> 07:56.196 those ends to , to use those ways to 07:56.196 --> 07:56.130 achieve those ends . So textbooks , 07:56.140 --> 07:58.529 technology , um materials , the things 07:58.540 --> 07:59.540 students need . 08:02.299 --> 08:04.410 OK . So now that we have kind of that 08:04.410 --> 08:07.059 planning and executing process in mind , 08:07.089 --> 08:09.256 we can think about what does this mean 08:09.256 --> 08:12.910 for implementation . So the Dodi 13 22 08:12.920 --> 08:15.470 do 35 does not give any specific 08:15.480 --> 08:17.591 guidance as far as what those lessons 08:17.591 --> 08:19.730 and activities might look like beyond 08:19.920 --> 08:21.976 the assessments that they're leading 08:21.976 --> 08:24.198 towards . Of course , the doty covers a 08:24.198 --> 08:26.420 lot . So it has a lot of other specific 08:26.420 --> 08:26.070 guidance that , that we are addressing 08:26.079 --> 08:28.190 here today . But if we're thinking of 08:28.190 --> 08:30.246 achieving those outcomes and working 08:30.246 --> 08:32.468 towards those assessments , what can we 08:32.468 --> 08:34.468 be doing on a more day to day basis 08:34.468 --> 08:37.409 basis ? And so I suggest that if we are 08:37.419 --> 08:39.679 preparing students to succeed on 08:39.690 --> 08:42.320 authentic standardized assessments , 08:42.330 --> 08:44.441 again , everyone's reaching that same 08:44.441 --> 08:46.669 outcome or same goal that necessitates 08:46.679 --> 08:49.580 the use of authentic learner centered 08:49.590 --> 08:51.669 lessons and strategies from adult 08:51.679 --> 08:53.960 learning theory . So we're taking into 08:53.969 --> 08:55.969 account that if we want everyone to 08:55.969 --> 08:58.025 achieve this outcome , they might be 08:58.025 --> 09:00.302 coming in at different starting points , 09:00.302 --> 09:02.413 right ? It could be that they have to 09:02.413 --> 09:04.636 have passed a certain course or program 09:04.636 --> 09:06.636 or degree before they can start the 09:06.636 --> 09:09.859 training or the or the um the program 09:09.869 --> 09:12.340 that you're leading . But even with 09:12.349 --> 09:14.640 that , even if there's some expectation 09:14.650 --> 09:16.719 of a level of training or education 09:16.729 --> 09:18.951 that's already been achieved , we can't 09:18.951 --> 09:21.007 assume that students are all at that 09:21.007 --> 09:23.007 same starting point . So we need to 09:23.007 --> 09:25.007 meet them where we're at and that's 09:25.007 --> 09:27.173 where the learner centered focus comes 09:27.173 --> 09:29.700 in . All right , I mentioned that we 09:29.710 --> 09:31.821 would look at some alignments , we're 09:31.821 --> 09:33.932 just gonna quickly because this isn't 09:33.932 --> 09:35.988 really a lesson on all the facets of 09:35.988 --> 09:38.154 adult adult learning theory , but just 09:38.154 --> 09:40.377 look at what are some key concepts from 09:40.377 --> 09:42.599 that that align with what we've already 09:42.599 --> 09:44.766 said about O B M E . So um of course , 09:44.766 --> 09:46.543 we've already mentioned learner 09:46.543 --> 09:48.488 centered . Also , we want to think 09:48.488 --> 09:50.710 about providing that rationale building 09:50.710 --> 09:52.766 that buy in helping students develop 09:52.766 --> 09:54.877 that their own internal motivation to 09:54.877 --> 09:57.099 reach those outcomes . Our students are 09:57.099 --> 09:59.321 coming in with a lot of prior knowledge 09:59.321 --> 10:01.543 and experience , especially in the work 10:01.543 --> 10:03.488 that we're doing . We want to take 10:03.488 --> 10:05.543 advantage of that . Students , adult 10:05.543 --> 10:07.543 students often appreciate choices , 10:07.543 --> 10:09.766 having the ability to give some input , 10:09.766 --> 10:11.932 collaboration that's been talked about 10:11.932 --> 10:14.266 uh in some other sessions today as well . 10:14.266 --> 10:16.432 So how can we be incorporating that as 10:16.432 --> 10:18.543 a working towards these outcomes ? Uh 10:18.543 --> 10:20.766 adults are often self directed and task 10:20.766 --> 10:22.877 oriented again , that output , what's 10:22.877 --> 10:25.219 the output ? So just here putting up 10:25.229 --> 10:27.285 again , quickly , the points that we 10:27.285 --> 10:29.451 already mentioned for O B M E and it's 10:29.451 --> 10:31.960 output focused , but it requires that 10:31.969 --> 10:34.659 clear picture of those K SAS 10:36.049 --> 10:38.160 that informs curriculum , instruction 10:38.160 --> 10:40.105 and assessment and those authentic 10:40.105 --> 10:42.160 standardized assessments . So we can 10:42.160 --> 10:44.650 see we'll talk about all the overlaps 10:44.659 --> 10:46.492 here , but for example , learner 10:46.492 --> 10:48.548 centered , right ? We need to know , 10:48.548 --> 10:50.437 well , what is the output for the 10:50.437 --> 10:52.437 learners ? What kind of operational 10:52.437 --> 10:54.603 environments are they going out into ? 10:54.603 --> 10:56.659 What specific knowledge , skills and 10:56.659 --> 10:56.489 abilities do they already have 10:56.500 --> 10:58.833 developed or how they already developed ? 10:58.833 --> 11:00.833 And do they need to develop in this 11:00.833 --> 11:02.722 particular setting ? Again , task 11:02.722 --> 11:04.833 oriented output , focus , clear co um 11:04.833 --> 11:07.135 connection there um authentic 11:07.145 --> 11:10.145 standardized assessments uh building 11:10.155 --> 11:12.765 that um motivation into the curriculum . 11:12.775 --> 11:14.942 So students can be successful in those 11:14.942 --> 11:17.219 assessments and achieve those outcomes . 11:17.219 --> 11:21.140 So a lot of alignments here which 11:21.150 --> 11:24.840 takes us to the applications . So as I 11:24.849 --> 11:27.016 said , this is where we're gonna spend 11:27.016 --> 11:29.182 most of our time . Um We're gonna look 11:29.182 --> 11:30.905 just a little bit at authentic 11:30.905 --> 11:33.238 assessment to kind of break down . What , 11:33.238 --> 11:35.293 what does that mean ? What should we 11:35.293 --> 11:35.049 think about when planning those 11:35.059 --> 11:37.669 assessments and then how can we use 11:37.679 --> 11:41.065 learner centered practices to work 11:41.075 --> 11:42.853 towards those assessments in an 11:42.853 --> 11:45.315 effective way ? And as kind of a sub 11:45.395 --> 11:47.895 point of learner centeredness , we'll 11:47.905 --> 11:50.815 look specifically at motivation and 11:50.825 --> 11:52.825 ways that we can build and maintain 11:52.825 --> 11:54.934 motivation with our students to help 11:54.945 --> 11:56.895 them achieve those outcomes . 12:00.010 --> 12:02.489 Right . So first up here , authentic 12:02.500 --> 12:04.722 assessments , we're going to talk about 12:04.722 --> 12:06.444 summ assessments , informative 12:06.444 --> 12:09.090 assessments . Um in that as we already 12:09.099 --> 12:11.155 mentioned , those need to be aligned 12:11.155 --> 12:13.266 with the outcome . So , so what do we 12:13.266 --> 12:15.440 need to think about first would be we 12:15.450 --> 12:17.339 always want to be determining the 12:17.339 --> 12:20.419 purpose of the assessment . So the um 12:20.429 --> 12:23.159 is this a particular skill that's being 12:23.169 --> 12:25.640 developed or are we going for kind of 12:25.650 --> 12:28.440 content knowledge , mastery or are we 12:28.450 --> 12:30.890 developing some abilities like uh 12:30.900 --> 12:33.869 critical thinking ? And so determining 12:33.880 --> 12:36.102 the purpose will help to determine what 12:36.102 --> 12:38.059 type of assessment would best uh 12:38.070 --> 12:41.869 evaluate achievement of that goal or 12:41.880 --> 12:44.359 that outcome . So , if we're looking 12:44.369 --> 12:46.559 for , you know , knowledge , content , 12:46.570 --> 12:49.549 mastery , um there might be some more 12:49.559 --> 12:52.590 standard types of tests or ways to 12:52.599 --> 12:54.766 demonstrate that maybe writing a paper 12:54.766 --> 12:56.599 doing a presentation , whereas a 12:56.599 --> 12:59.099 particular skill or ability might need 12:59.109 --> 13:01.331 to be demonstrated in a different way , 13:01.331 --> 13:03.387 maybe a more hands on way or through 13:03.387 --> 13:05.276 project learning or problem based 13:05.276 --> 13:07.498 learning . So thinking about how can we 13:07.498 --> 13:09.720 match up assessments with the purpose ? 13:10.030 --> 13:12.289 And then again , that real world 13:12.299 --> 13:14.466 condition , can we match it as closely 13:14.466 --> 13:17.460 as possible ? Um This could be if we're , 13:17.469 --> 13:19.302 if we're in an environment where 13:19.302 --> 13:21.413 students are writing essays or giving 13:21.413 --> 13:23.636 presentations or briefings , what types 13:23.636 --> 13:25.747 of things are we asking them to write 13:25.747 --> 13:27.858 or in what ways are we asking them to 13:27.858 --> 13:29.969 present and share their information ? 13:29.969 --> 13:32.191 Does it match the conditions where they 13:32.191 --> 13:34.413 might have to use those skills in their 13:34.413 --> 13:36.580 operational environments later ? Um Or 13:36.580 --> 13:38.413 should we be focusing more on uh 13:38.413 --> 13:40.636 projects like I mentioned problem based 13:40.636 --> 13:42.210 activities or just hands on 13:42.219 --> 13:44.163 demonstration of the ability to do 13:44.163 --> 13:46.330 something to demonstrate a skill or an 13:46.330 --> 13:48.552 ability for this one ? I think about my 13:48.552 --> 13:51.210 own experience um at the prior Army 13:51.219 --> 13:53.460 National Guard medic that toward the 13:53.469 --> 13:55.580 end of our training , when we had our 13:55.580 --> 13:57.747 field exercises , right ? We , we were 13:57.747 --> 13:59.913 in a simulated battlefield environment 13:59.913 --> 14:01.691 where we had to go out , assess 14:01.691 --> 14:04.280 patients triage uh do care on the field , 14:04.289 --> 14:06.233 evacuate , right ? Doing all those 14:06.233 --> 14:08.178 things in a in an environment . So 14:08.178 --> 14:10.400 that's um of course , won't be the case 14:10.400 --> 14:10.299 for all the types of learning that 14:10.309 --> 14:12.599 we're doing in our varied environments . 14:12.609 --> 14:14.609 But um again , just trying to match 14:14.619 --> 14:16.400 those real world conditions . 14:18.960 --> 14:21.016 So once we've planned out those summ 14:21.016 --> 14:22.960 assessments , then we can again go 14:22.960 --> 14:25.016 backwards a little bit to say , OK , 14:25.016 --> 14:26.904 what formative assessments , what 14:26.904 --> 14:28.960 checkpoints along the way would help 14:28.960 --> 14:31.650 show progress towards that uh eventual 14:31.659 --> 14:34.530 assessment and those outcomes . So here 14:34.539 --> 14:36.761 again , we want to match the real world 14:36.761 --> 14:38.929 conditions even when we're kind of in 14:38.940 --> 14:40.884 the practice mode or the formative 14:40.884 --> 14:42.996 assessment mode . And so we can think 14:42.996 --> 14:45.107 about this um as sort of practice how 14:45.107 --> 14:47.051 you play um is what we're doing in 14:47.051 --> 14:49.107 class , what will actually be on the 14:49.107 --> 14:51.051 assessment ? And is that what will 14:51.051 --> 14:53.162 actually be done in the real world as 14:53.162 --> 14:55.218 an example here , I know I mentioned 14:55.218 --> 14:57.107 that I teach communication skills 14:57.107 --> 14:59.273 courses over the summers . Um And part 14:59.273 --> 15:01.440 of that is developing students ability 15:01.440 --> 15:03.607 to speak uh impromptu . Um When they , 15:03.607 --> 15:05.718 when they haven't been uh had time to 15:05.718 --> 15:07.884 prepare , can they do it clearly ? Can 15:07.884 --> 15:09.996 they do it coherently ? Can they stay 15:09.996 --> 15:12.107 focused ? Can they keep it short ? Um 15:12.107 --> 15:13.940 and not drag on ? And so to , to 15:13.940 --> 15:15.773 practice that skill , we do some 15:15.773 --> 15:17.829 impromptu speeches in class . Um And 15:17.829 --> 15:20.051 usually we would do something like , um 15:20.051 --> 15:22.539 you know , your favorite sport or a 15:22.549 --> 15:24.859 food you tried when you traveled . Um 15:24.869 --> 15:27.450 But those topics , although they do 15:27.460 --> 15:29.516 help practice the skill of impromptu 15:29.516 --> 15:31.682 speaking , they're not really matching 15:31.682 --> 15:33.904 real world conditions in which students 15:33.904 --> 15:36.349 might be asked to speak impromptu . So 15:36.359 --> 15:38.081 for example , working with the 15:38.081 --> 15:40.303 international office , maybe they're in 15:40.303 --> 15:42.248 an environment where they're being 15:42.248 --> 15:44.137 asked a question by the media and 15:44.137 --> 15:43.880 they're representing the organization 15:43.890 --> 15:45.946 and they need to prepare that answer 15:45.946 --> 15:48.460 quickly or they're giving a briefing 15:48.469 --> 15:50.691 and being asked questions or they're in 15:50.691 --> 15:52.580 their academic setting , giving a 15:52.580 --> 15:52.239 presentation and they're being asked 15:52.250 --> 15:54.320 questions on the spot . Can they 15:54.330 --> 15:57.210 respond clearly and coherently ? Um , 15:57.219 --> 15:59.789 and , and keep it short and so to , to 15:59.799 --> 16:01.966 take , to still be able to do this but 16:01.966 --> 16:03.966 make it more real world . I created 16:03.966 --> 16:06.188 questions that were individual for each 16:06.188 --> 16:08.021 student , for their own specific 16:08.021 --> 16:09.799 backgrounds and professional um 16:09.799 --> 16:12.280 experience to say , you know , in the 16:12.289 --> 16:14.400 real world , if , if someone's asking 16:14.400 --> 16:16.511 you something , it's probably related 16:16.511 --> 16:18.567 to your area of expertise or to your 16:18.567 --> 16:20.733 experience or you're in an environment 16:20.733 --> 16:22.622 where you know the context of the 16:22.622 --> 16:24.845 question . And so sometimes just making 16:24.845 --> 16:26.845 those small changes to still do the 16:26.845 --> 16:29.178 practice that you already have in place , 16:29.178 --> 16:31.345 but make it a little more real world , 16:31.345 --> 16:35.010 the conditions that takes us to learner 16:35.090 --> 16:38.250 centeredness , which uh again is how we 16:38.260 --> 16:40.780 can make sure that students are all 16:40.789 --> 16:43.260 working towards the same outcome . But 16:43.270 --> 16:45.270 wherever they're at , we're meeting 16:45.270 --> 16:47.048 them where they're at . So that 16:47.048 --> 16:49.159 requires us to address varied student 16:49.159 --> 16:51.270 needs . So what are some ways that we 16:51.270 --> 16:55.260 can be doing this first is to do some 16:55.270 --> 16:57.548 kind of , it doesn't have to be formal , 16:57.548 --> 16:59.603 it could be just an informal initial 16:59.603 --> 17:01.770 assessment , could be discussions with 17:01.770 --> 17:03.992 students could be I use um at the start 17:03.992 --> 17:06.048 of my course , the Microsoft form to 17:06.048 --> 17:08.160 ask them um what's your prior 17:08.170 --> 17:10.337 experience with what we're going to be 17:10.337 --> 17:12.448 covering in this course . Uh Have you 17:12.448 --> 17:14.614 studied this before ? What do you feel 17:14.614 --> 17:16.837 are your strengths for this ? Are there 17:16.837 --> 17:18.892 are weaknesses or gaps that you feel 17:18.892 --> 17:21.059 like you're , you're hoping to fill in 17:21.059 --> 17:23.226 throughout this course ? Um So , or it 17:23.226 --> 17:25.448 could be a knowledge kind of assessment 17:25.448 --> 17:27.337 or test to see , do they have the 17:27.337 --> 17:29.392 knowledge that they need um based on 17:29.392 --> 17:31.614 what you're going to cover in course in 17:31.614 --> 17:31.560 the course ? So doing that initial 17:31.569 --> 17:33.680 assessment gives you an idea of where 17:33.680 --> 17:35.902 is everyone at and how can I be meeting 17:35.902 --> 17:38.069 them where they're at to achieve these 17:38.069 --> 17:40.130 standardized outcomes . Another 17:40.140 --> 17:42.362 approach is targeting multiple learning 17:42.362 --> 17:45.489 styles . So we know that uh it's , you 17:45.500 --> 17:47.760 know , been long debunked that we don't 17:47.770 --> 17:49.881 all have just one learning style that 17:49.881 --> 17:51.770 works for us . But really from an 17:51.770 --> 17:53.992 instructor's point of view , we want to 17:53.992 --> 17:56.048 be uh trying to engage with multiple 17:56.048 --> 17:58.048 learning styles uh all at once , as 17:58.048 --> 18:00.214 often as we can to make that knowledge 18:00.214 --> 18:01.992 or that practice just that much 18:01.992 --> 18:04.048 stickier for the students . So as an 18:04.048 --> 18:06.859 example right now , right , I'm orally 18:06.869 --> 18:10.060 explaining something . So we're hearing 18:10.069 --> 18:12.291 it . So we're getting it in an auditory 18:12.291 --> 18:14.180 manner . It's also written on the 18:14.180 --> 18:16.430 screen so you can read it and verbally 18:16.439 --> 18:18.290 process it . And then for this 18:18.300 --> 18:20.356 particular example , I've included a 18:20.356 --> 18:22.411 visual element to show what it might 18:22.411 --> 18:24.522 look like to target multiple learning 18:24.522 --> 18:26.689 styles for one instructor to do that . 18:26.689 --> 18:28.578 Um at one time . And so trying to 18:28.578 --> 18:30.744 incorporate this wherever possible can 18:30.744 --> 18:34.349 meet students where they're at . We 18:34.359 --> 18:36.526 also want to think about scaffolding . 18:36.526 --> 18:38.692 So we're working toward that outcome . 18:38.692 --> 18:40.915 We're working towards that assessment . 18:40.915 --> 18:43.026 What little steps are we doing ? What 18:43.026 --> 18:42.579 checkpoints do we have along the way to 18:42.589 --> 18:44.533 build towards it ? So can we build 18:44.533 --> 18:46.700 smaller skills that will accumulate at 18:46.700 --> 18:48.811 the end for these final assessments ? 18:48.811 --> 18:50.589 So that can be walk throughs of 18:50.589 --> 18:53.790 processes before actually practicing it 18:53.800 --> 18:55.856 and then before being assessed on it 18:55.969 --> 18:58.800 and models so important to use models , 18:58.810 --> 19:00.770 we can't , you know , I can't ask 19:00.780 --> 19:03.655 students to write an effective position 19:03.665 --> 19:06.125 paper . For example , unless we've 19:06.135 --> 19:08.385 dissected and analyzed and walked 19:08.395 --> 19:10.228 through , what does an effective 19:10.228 --> 19:12.339 position paper look like ? Again , if 19:12.339 --> 19:14.506 we go back to what the Dodi said about 19:14.506 --> 19:16.617 painting a clear picture , making the 19:16.617 --> 19:18.673 expectations very clear for students 19:18.673 --> 19:20.451 using models uh or exam , video 19:20.451 --> 19:22.284 examples of an action or someone 19:22.284 --> 19:24.685 demonstrating the skill uh done in a 19:24.694 --> 19:27.324 successful way . Um These models help 19:27.334 --> 19:29.556 students know , OK , this is what we're 19:29.556 --> 19:31.778 targeting and this is what I need to do 19:31.778 --> 19:35.449 to get there . We can also 19:35.459 --> 19:37.800 whenever possible offer choices for 19:37.810 --> 19:40.032 topics and assessments . So of course , 19:40.032 --> 19:42.254 this doesn't translate to every type of 19:42.254 --> 19:44.254 training or educational environment 19:44.254 --> 19:46.366 because it might just be that this is 19:46.366 --> 19:48.477 the skill and we all have to practice 19:48.477 --> 19:50.532 it and we all have to do it . But um 19:50.532 --> 19:50.109 there might be times where you can 19:50.119 --> 19:52.579 allow students to choose the topic or 19:52.589 --> 19:54.811 the way that they will be assessed , it 19:54.811 --> 19:56.811 depends again on the purpose of the 19:56.811 --> 19:58.756 assessment . So in a communication 19:58.756 --> 20:00.589 skills course , if I'm assessing 20:00.589 --> 20:02.811 students , oral communication ability , 20:02.811 --> 20:05.033 uh to give a briefing , um according to 20:05.033 --> 20:07.145 the things that we were practicing in 20:07.145 --> 20:09.200 class , then I might let them choose 20:09.200 --> 20:11.367 their topic because uh if I'm thinking 20:11.367 --> 20:13.589 of their own individual outcomes , when 20:13.589 --> 20:15.422 they get to their , their unique 20:15.422 --> 20:17.533 operational environments later , that 20:17.533 --> 20:17.510 might be different from the student 20:17.520 --> 20:19.520 who's sitting next to them . And so 20:19.520 --> 20:22.239 they can be still engaging with um the 20:22.250 --> 20:24.361 real world context that they're going 20:24.361 --> 20:26.790 to be in after the course while 20:26.800 --> 20:29.489 demonstrating to me their mastery of 20:29.500 --> 20:31.556 these oral communication skills that 20:31.556 --> 20:33.556 it's kind of a win win . Same thing 20:33.556 --> 20:35.722 with assessments , maybe I'm assessing 20:35.722 --> 20:37.778 someone's ability to persuasively uh 20:37.778 --> 20:40.680 present information about a topic . And 20:40.689 --> 20:43.140 so they can do that through a written 20:43.150 --> 20:45.859 form or through uh a recorded video 20:45.869 --> 20:48.699 form or through a different creative 20:48.709 --> 20:50.765 type of form , right ? So it depends 20:50.765 --> 20:52.931 again on the purpose of the assessment 20:52.931 --> 20:55.280 and which particular skill um What , 20:55.290 --> 20:57.346 what knowledge , what ability you're 20:57.346 --> 21:00.349 assessing for ? Something else you can 21:00.359 --> 21:02.949 do is kind of a quick check in to see . 21:02.959 --> 21:05.270 OK , we're reaching this standardized 21:05.280 --> 21:07.613 outcome , everyone's working towards it . 21:07.613 --> 21:09.724 Um How are we doing is something like 21:09.724 --> 21:11.891 an exit ticket or an entrance ticket , 21:11.891 --> 21:14.020 a start of class question where you 21:14.030 --> 21:16.197 check in with students to say what was 21:16.197 --> 21:18.060 clear from today's lesson or 21:18.069 --> 21:20.291 yesterday's lesson , what what is still 21:20.291 --> 21:22.989 unclear if it's anonymous that um 21:23.000 --> 21:24.800 encourages students to be more 21:24.810 --> 21:27.032 forthcoming with what may not have been 21:27.032 --> 21:29.032 clear in that day's lesson and what 21:29.032 --> 21:31.143 needs to be addressed again . So this 21:31.143 --> 21:33.143 is a quick example , even something 21:33.143 --> 21:35.254 like a a Microsoft form that's shared 21:35.254 --> 21:37.310 with students that they can fill out 21:37.310 --> 21:39.199 and then I can review that as the 21:39.199 --> 21:41.366 instructor and then the next day or in 21:41.366 --> 21:43.310 subsequent lessons , we can either 21:43.310 --> 21:45.532 circle back to something or practice in 21:45.532 --> 21:47.754 a new way , revisit some information as 21:47.754 --> 21:49.810 needed to fill in those gaps to make 21:49.810 --> 21:51.866 sure again that uh whatever starting 21:51.866 --> 21:53.754 point , everyone is reaching that 21:53.754 --> 21:55.643 standardized assessment outcome , 21:55.739 --> 21:58.130 continuing learner centeredness , we 21:58.140 --> 22:00.196 can include student facilitation and 22:00.196 --> 22:02.251 collaboration whenever possible . So 22:02.260 --> 22:04.979 this is one of those key components of 22:04.989 --> 22:08.630 um adult learning best practices and 22:09.020 --> 22:11.469 still aligned with the idea that 22:11.479 --> 22:13.590 students are coming in from different 22:13.590 --> 22:15.590 places , right ? They might not all 22:15.590 --> 22:18.390 have had kind of group uh or activity 22:18.400 --> 22:21.449 facilitation experience in the past . 22:21.459 --> 22:23.650 And so if I want students to take kind 22:23.660 --> 22:25.493 of ownership over their learning 22:25.493 --> 22:27.216 process and kind of lead those 22:27.216 --> 22:29.160 discussions amongst themselves , I 22:29.160 --> 22:31.382 would first outline my expectations for 22:31.382 --> 22:33.438 our facilitators and model that . So 22:33.438 --> 22:35.660 again , the modeling um to show this is 22:35.660 --> 22:37.827 what effective facilitation would look 22:37.827 --> 22:39.993 like . Let's continue to build that as 22:39.993 --> 22:42.049 part of our communication skills and 22:42.049 --> 22:44.104 now you do it and and you facilitate 22:44.104 --> 22:43.689 the class and this is what it would 22:43.699 --> 22:45.755 look like . This can be done in when 22:45.755 --> 22:47.977 you have individual groups or the whole 22:47.977 --> 22:50.032 class . So I can give students roles 22:50.032 --> 22:49.949 when they're working in individual 22:49.959 --> 22:52.290 groups or they can lead the whole class 22:53.250 --> 22:55.239 also incorporating peer feedback . 22:55.250 --> 22:57.680 Whenever possible , we always , I think 22:57.689 --> 23:00.030 typically think of this in terms of 23:00.040 --> 23:02.130 academic papers or presentations 23:02.140 --> 23:04.418 because you'll hear that a lot , right , 23:04.418 --> 23:06.529 peer review . Um But I think this can 23:06.529 --> 23:08.418 be done for a variety of types of 23:08.418 --> 23:10.362 activities or training where we're 23:10.362 --> 23:12.307 really asking students to bring in 23:12.307 --> 23:14.362 their previous knowledge , knowledge 23:14.362 --> 23:16.584 and experience and the and the learning 23:16.584 --> 23:18.807 that they're developing even in the the 23:18.807 --> 23:18.214 course or the training that you're 23:18.224 --> 23:20.994 doing to give each other feedback and , 23:21.005 --> 23:23.824 and to get that individualized um 23:23.834 --> 23:25.984 discussion going about where they can 23:25.994 --> 23:28.105 improve . What are the strengths kind 23:28.105 --> 23:30.969 of learning from each other ? You can 23:30.979 --> 23:32.868 also create knowledge , discovery 23:32.868 --> 23:35.160 activities . So what I mean by this is 23:35.280 --> 23:37.560 instead of just starting with , OK , 23:37.569 --> 23:40.750 this is what uh if we look at this for 23:40.760 --> 23:42.760 an example , right ? This is what a 23:42.760 --> 23:44.816 position paper looks like . Let's go 23:44.816 --> 23:44.739 through point by point . Let me tell 23:44.750 --> 23:46.972 you everything , right ? That's kind of 23:46.972 --> 23:48.861 more teacher focus . And I'm just 23:48.861 --> 23:51.083 saying here are the directions , here's 23:51.083 --> 23:51.050 what it all looks like . Let's break it 23:51.060 --> 23:53.282 down . We probably still have to get to 23:53.282 --> 23:55.714 those points . But I might first give 23:55.724 --> 23:58.494 students again a model of or here's an 23:58.505 --> 24:00.616 example of someone doing this skill , 24:00.616 --> 24:02.672 right ? What do you notice ? What do 24:02.672 --> 24:04.727 you find , what makes it effective ? 24:04.727 --> 24:06.672 What made this successful ? Can we 24:06.672 --> 24:08.894 start to break that down and build that 24:08.894 --> 24:08.844 knowledge yourselves ? And then we can 24:08.854 --> 24:11.234 supplement with the guided activities 24:11.244 --> 24:13.188 and lessons and direction from the 24:13.188 --> 24:16.530 instructor ? All right , just a couple 24:16.540 --> 24:18.719 of quick points here on motivation . 24:18.729 --> 24:20.340 Like I said , it's kind of a 24:20.340 --> 24:22.451 subcategory of learner centeredness , 24:22.451 --> 24:24.673 providing rationale at every level will 24:24.673 --> 24:26.840 help increase buying and keep students 24:26.840 --> 24:28.618 motivated to work towards those 24:28.618 --> 24:30.840 outcomes that we want them to achieve . 24:30.840 --> 24:32.785 So this would be um informing them 24:32.785 --> 24:34.951 these are the course outcomes and this 24:34.951 --> 24:37.118 is how what we're doing leads to those 24:37.118 --> 24:36.329 course outcomes . This kind of ties 24:36.339 --> 24:38.283 into several of the things that um 24:38.283 --> 24:40.061 Doctor Hennessey was mentioning 24:40.061 --> 24:42.117 mentioning in her presentation . And 24:42.117 --> 24:44.283 then here's how what we're doing today 24:44.283 --> 24:46.617 ties to the lesson objective . So again , 24:46.617 --> 24:48.783 just explicitly um for everything that 24:48.783 --> 24:50.839 we're doing saying , OK , well , why 24:50.839 --> 24:50.510 are we doing this ? How does it help us 24:50.520 --> 24:53.579 achieve that outcome ? Also my activity 24:53.589 --> 24:55.478 choices . So for example , if I'm 24:55.478 --> 24:57.709 asking students to do peer review for a 24:57.719 --> 24:59.886 paper or give each other feedback , um 24:59.886 --> 25:02.189 why , why would that be helpful in this 25:02.199 --> 25:04.255 case ? What's the rationale , what's 25:04.255 --> 25:06.477 the reason ? How will this help them to 25:06.477 --> 25:08.588 achieve that real world output and be 25:08.588 --> 25:10.810 successful there ? And also connections 25:10.819 --> 25:13.041 to life relevance , right ? Again , the 25:13.041 --> 25:15.189 real world output . So this not only 25:15.199 --> 25:17.689 will help increase student and maintain 25:17.699 --> 25:20.270 student motivation but also helps me as 25:20.280 --> 25:22.336 the instructor or the planner of the 25:22.336 --> 25:24.336 training or the course to make sure 25:24.336 --> 25:26.558 that every choice I'm making is aligned 25:26.558 --> 25:28.790 with those objectives and outcomes . 25:30.589 --> 25:32.811 Second point about motivation is if you 25:32.811 --> 25:35.060 can uh you can include individual goal 25:35.069 --> 25:37.069 setting . Now , for very short term 25:37.069 --> 25:39.069 things , this may not work , but um 25:39.069 --> 25:41.125 this is the idea that you're helping 25:41.125 --> 25:43.236 students to customize a little bit of 25:43.236 --> 25:45.402 their learning , still staying focused 25:45.402 --> 25:47.402 on the outcomes for that particular 25:47.402 --> 25:49.513 course or training by asking students 25:49.513 --> 25:51.939 to find their own individual goal and 25:51.949 --> 25:54.005 uh work towards it to help them have 25:54.005 --> 25:56.171 that motivation to keep going . And so 25:56.171 --> 25:58.060 you can consider using Dorney pro 25:58.060 --> 26:00.171 process model which says , you know , 26:00.171 --> 26:02.505 start with um generate , having student , 26:02.505 --> 26:04.671 generate the goal at the beginning and 26:04.671 --> 26:06.616 then checking in to see if they're 26:06.616 --> 26:08.782 maintaining progress towards that goal 26:08.782 --> 26:11.005 and then including a self reflection at 26:11.005 --> 26:13.171 the end , did I achieve the goal ? Did 26:13.171 --> 26:14.838 I not achieve the goal ? What 26:14.838 --> 26:14.660 influenced that ? What could I have 26:14.670 --> 26:17.003 done differently ? What did work ? Well , 26:17.003 --> 26:19.839 um How would I do this next time ? So 26:20.670 --> 26:24.439 um with that , I would recommend using 26:24.449 --> 26:26.660 smart goals because that's gonna help 26:26.670 --> 26:28.670 students keep that motivation going 26:28.670 --> 26:30.781 because they can actually track their 26:30.781 --> 26:32.892 progress . If it's specific , if it's 26:32.892 --> 26:35.059 measurable , if it's within a specific 26:35.059 --> 26:37.170 time frame , then students can see if 26:37.170 --> 26:39.503 they're working towards their own goals , 26:39.503 --> 26:41.726 which are again related to the outcomes 26:41.726 --> 26:43.559 but can help them to think of um 26:43.559 --> 26:45.560 specific applications for their own 26:45.569 --> 26:47.930 operational environments or contexts 26:47.939 --> 26:51.670 later . All 26:51.680 --> 26:53.902 right , that brings us to our wrap up . 26:53.902 --> 26:56.069 So just to kind of sum up the focus of 26:56.069 --> 26:58.124 what we said , which is that O B M E 26:58.124 --> 26:59.979 requires authentic standardized 26:59.989 --> 27:03.439 assessments . Um Along with that , I'm 27:03.449 --> 27:05.449 recommending that authentic learner 27:05.449 --> 27:07.505 centered lessons and activities will 27:07.505 --> 27:09.060 help everyone to reach that 27:09.060 --> 27:12.280 standardized assessment And that um 27:12.290 --> 27:14.401 these types of lessons and activities 27:14.401 --> 27:16.401 can come from best practices , from 27:16.401 --> 27:18.401 adult learning theory to have those 27:18.401 --> 27:20.457 high impact lessons and activities . 27:21.949 --> 27:24.171 All right , I think , I think I've left 27:24.171 --> 27:26.339 just a couple of minutes for questions 27:26.349 --> 27:28.571 if any questions have come up along the 27:28.571 --> 27:30.619 way . Also , here's um my contact 27:30.630 --> 27:32.852 information if you'd like the slides or 27:32.852 --> 27:34.852 would like to talk more about other 27:34.852 --> 27:37.074 applications or ways to implement these 27:37.074 --> 27:39.297 ideas . And of course , uh teaching and 27:39.297 --> 27:41.463 learning center information there . If 27:41.463 --> 27:41.349 there's something that we can support 27:41.359 --> 27:43.790 you in , please contact us the QR code 27:43.800 --> 27:45.967 here just goes to our website which is 27:45.967 --> 27:48.280 also listed there on the slide . So any 27:48.290 --> 27:52.010 questions meg I do see one 27:52.020 --> 27:54.489 question there . What are your thoughts 27:54.500 --> 27:56.556 that some are claiming that learning 27:56.556 --> 27:59.369 styles are false or a myth ? 28:01.569 --> 28:05.479 Yeah , I think there's been um a lot of 28:05.489 --> 28:07.560 research to investigate 28:09.469 --> 28:13.300 how effective is it to focus on 28:13.310 --> 28:15.532 learning styles or think about learning 28:15.532 --> 28:17.866 styles when you're planning instruction . 28:17.866 --> 28:19.866 Um And , and again , like I kind of 28:19.866 --> 28:21.977 mentioned earlier that it already has 28:21.977 --> 28:24.199 been debunked that there's not like one 28:24.199 --> 28:23.930 learning style that everyone has that 28:23.939 --> 28:25.939 we're learning through a variety of 28:25.939 --> 28:28.161 means . And I actually was just looking 28:28.161 --> 28:30.106 at something the other day talking 28:30.106 --> 28:32.328 about um that the focus maybe should be 28:32.328 --> 28:35.560 more on uh what are we trying to teach 28:35.569 --> 28:38.099 or practice or instruct on ? And that 28:38.109 --> 28:40.635 more impacts the the learning approach 28:40.645 --> 28:42.812 that would be best for that particular 28:42.812 --> 28:44.701 thing . So again , there are some 28:44.701 --> 28:46.645 things where , you know , hands on 28:46.645 --> 28:48.978 approach is going to be the best way to , 28:48.978 --> 28:51.089 to learn and master a skill . Whereas 28:51.089 --> 28:54.535 um if I'm trying to more master some 28:54.545 --> 28:56.767 content knowledge , um engaging it with 28:56.767 --> 28:59.101 some other ways might be more effective . 28:59.101 --> 29:00.934 So I think it's definitely worth 29:00.934 --> 29:04.020 considering as far as um using a 29:04.030 --> 29:06.640 variety of approaches all at once so 29:06.650 --> 29:08.817 that students are receiving it through 29:08.817 --> 29:11.039 multiple methods because again , that's 29:11.039 --> 29:13.206 gonna stick more in their brains . But 29:13.206 --> 29:15.317 I would say that I agree that um it's 29:15.317 --> 29:17.500 been pretty much debunked that , you 29:17.510 --> 29:19.930 know , we shouldn't be like identifying 29:19.939 --> 29:22.106 students individual learning style and 29:22.106 --> 29:24.328 then basing our instruction off of what 29:24.328 --> 29:26.439 their own individual style is that we 29:26.439 --> 29:28.719 should just be targeting multiple oh my 29:28.729 --> 29:32.520 gosh . Uh somebody , somebody has their 29:32.530 --> 29:36.109 mic hot . Um So I see one more 29:36.119 --> 29:39.939 question in here that says , what type 29:39.949 --> 29:42.005 of assessments do you think are more 29:42.005 --> 29:44.349 effective summ or formative ? 29:46.739 --> 29:50.349 Well , I think , I think the idea is to 29:50.359 --> 29:54.119 have , um , both and typically 29:54.130 --> 29:57.109 because of the type of 29:57.119 --> 30:00.979 educational society that we live in , 30:01.619 --> 30:05.290 we do need those end uh grades or 30:05.300 --> 30:09.060 scores . And so , for me personally , I 30:09.069 --> 30:12.130 like to plan my course where we have um , 30:12.140 --> 30:14.489 a variety of means of assessment 30:14.500 --> 30:16.500 throughout the course . So we might 30:16.500 --> 30:18.556 still be culminating in some kind of 30:18.556 --> 30:20.667 end project , but that's not going to 30:20.667 --> 30:22.889 be , you know , 90% of the score or the 30:22.889 --> 30:25.000 grade for that course , that um we've 30:25.000 --> 30:27.280 broken it down into , you know , maybe 30:27.290 --> 30:29.512 this initial thing , depending on the , 30:29.512 --> 30:31.679 the effort and the time and the energy 30:31.679 --> 30:33.901 and the skills being used . This is the 30:33.901 --> 30:35.790 10% and now we're doing something 30:35.790 --> 30:37.957 that's 20% . Um and that's all leading 30:37.957 --> 30:39.623 towards something . So , um I 30:39.623 --> 30:41.739 definitely would recommend uh a , a 30:41.750 --> 30:45.099 mixture . Um I think if it's where it 30:45.109 --> 30:47.276 can get a little tricky and again , it 30:47.276 --> 30:49.387 depends on the length of the training 30:49.387 --> 30:51.553 and the course you have to , or if you 30:51.553 --> 30:53.665 have time to build in those formative 30:53.665 --> 30:55.776 assessments along the way . But um my 30:55.776 --> 30:57.498 recommendation would be uh use 30:57.498 --> 30:59.442 formative to build to some towards 30:59.442 --> 31:01.498 something , but don't overweight the 31:01.498 --> 31:03.442 final product compared to the work 31:03.442 --> 31:05.387 students have been doing along the 31:05.387 --> 31:04.180 course .