Before deciding on all the cool content to include in my course, KORE 320: Korean Popular Culture, there is one thing that I had to do, something that forms the foundation of the course. Figuring out this one thing made designing the course easier and will make for more effective learning for students. It was not readings, content, assignments or assessments. The one thing I needed to decide was: What do I want students to know or be able to do by the end of the course?
In other words, it was the dreaded student learning outcomes. Look, I get it. Most faculty first encounter student learning outcomes as part of program assessment or curricular development, and it’s not fun. Within these contexts, it seems very formulaic and disconnected from student learning. But the fact of the matter is, knowing what you want students to know and do by the end of the course helps you to align everything else: readings, assignments and assessments. This means that everything has a purpose in the course. Students appreciate this because nothing is busywork.
In my KORE 320 course, I’m focusing on using Korean popular culture to teaching students about digital literacy, digital curation and digital writing because most of us outside of Korea engage with Korean popular culture through digital means. Students will learn how to locate and evaluate online media, describe the development and global spread of Korean popular culture, use scholarly concepts to interpret Korean popular culture and develop skills through the use of digital, web-based tools.
While they look concise, coming up with my learning outcomes wasn’t easy. I spent weeks honing them. Why? Because I had to make sure that before students did advanced things (known in HE circles as higher-order thinking) they had opportunities to work up to them (by doing lower-order thinking). Cue Blooms Taxonomy!
For example, I want students to be able to analyze Korean popular culture (higher-order thinking). But before they can do that, I have to give them the opportunity to be able to define concepts that can be used to analyze Korean popular culture (lower-order thinking) and provide opportunities for them to practice applying those concepts to Korean popular culture (midway between lower-order and higher-order). I have some nifty ideas about getting my students to do this (future post), and as fun as it is to start with the readings or the historical and cultural context or the videos or the dramas, I needed to work this out first. As instructors, student learning outcomes help us to map out how learning happens in our courses and create well-designed courses. Other factors can also inform your decisions. Where does the course fall in the curriculum? Is it required or an elective? Are there program outcomes it needs to meet? Is it a general education course? These can shape how you craft your outcomes.
One thing you’ll notice quickly is that you may not be able to cover as much breadth as you’d like. I know, I know, you want to do all the things. I could teach this whole course on 2nd generation K-pop idols. But, there is a good amount of research that suggests that depth is beneficial for student learning. How many times have you taught a course and had to cut material? How sure were you that students did all that reading? Depth gives students the tools they need to encounter ideas they may encounter beyond your material.
When a course is well-designed, then it is easier to know how it might be able to change to address shifting circumstances, like changing modalities (future post) because of a pandemic. Notice this post does not start out with the modality of teaching (i.e. face-to-face, hybrid, online), because that’s not the most important thing. If you know your outcomes and how you will measure them (future post), then it is easier to change modalities because the foundation of your course is set.
Spending some time crafting your outcomes will lay a solid foundation for your course.
Teaching K-pop, Part 1: The Most Important Thing by Crystal S. Anderson is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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