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Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
Learning Outcomes
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Learning Outcomes

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A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.

A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.

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  • 1. Improving HKU Programmes through an OBASL Approach: A Case from the Faculty of Education May, 12, 2010.<br />Daniel Churchill, Faculty of Education<br />Diane Salter, CETL<br />
  • 2. Program Development<br />The Process<br />Critical Success Factors<br />Roles <br />The Internal Process<br />Faculty of Education Example <br />CETL - How We Can Help<br />
  • 3. Model of OBASL<br />What you want your students to learn:<br />Aims and Learning Outcomes<br />How you want your students to learn:<br />Teaching and Learning Activities aligned with LO<br />How you will judge how well your students have learned:<br />Assessment methods and Standards aligned with LO<br />
  • 4. How to develop or ‘rethink’ a programme…. <br />
  • 5. Considerations for Determining Program Learning Outcomes?<br />PROGRAM LEARNING OUTCOMES<br />
  • 6. Considerations for Determining Program Learning Outcomes?<br />HKU AIMS <br />External Accrediting<br />Bodies <br />OTHER??<br />PROGRAM LEARNING OUTCOMES <br />Employment <br />Opportunities<br />Current <br />Trends/Needs<br />Logistical issues<br />Faculty, space, etc <br />
  • 7. Critical Success Factors<br />Document <br />Management<br />Teamwork<br />The<br />Vision<br />Project <br />Management<br />Templates <br />&amp; Examples<br />
  • 8. Creating Exceptional Student Experiences….<br />The<br />Vision<br />Program Learning Outcomes <br />Strengths and Shortcomings of Current Programme/Courses<br />Strategic direction of dept. and HKU aims <br />External Accreditation Issues <br />
  • 9. Project <br />Management<br />Define project scope<br />Develop project plan<br />Identify required resources<br />Assign accountability and authority<br />
  • 10. Teamwork<br />Programme Teams <br />Communicate a shared vision<br />Define roles and responsibilities<br />Assign work <br />Create and maintain a level of excitement<br />
  • 11. Templates <br />&amp; Examples<br />Promote efficiency, consistency and the ability to repeat<br />Learn from others <br />
  • 12. Document <br />Management<br />Share material<br />Ensure safe storage <br />Minimize administrative challenges<br />Online databases <br />Ready for QA processess<br />
  • 13. Curriculum Designer<br />Project Managers<br />Subject Matter<br />Experts<br />Researchers<br />Production<br />Support<br />
  • 14. University Aims <br />University Level Learning Outcomes <br />Program Level <br />Learning Outcomes <br />(PLO’s)<br />Examples<br />Course Level<br />(CLO’s)<br />Course Level<br />(CLO’s)<br />Course Level<br />(CLO’s)<br />
  • 15. Document <br />Management<br />Teamwork<br />The<br />Vision<br />Project <br />Management<br />Templates <br />&amp; Examples<br />Success<br />Implement and Evaluate and Revise – Process begins again.. <br />
  • 16. Outcomes-based Approach<br />At the Course Level <br />Intendedoutcomes<br />What do we expect ourstudents tobe able to door demonstrateas a result ofthe learning?<br />Content<br />What specificknowledge,skills and attitude dothey need tolearn to achieve theoutcomes?<br />Teaching<br />&amp; Learning<br />What are themost appropriateteaching andlearning methods for helping students to achieve theoutcomes?<br />Assessment<br />What methods of assessment are most suitable for measuring students’ attainment of the outcomes? <br />
  • 17. Programme Revised <br />IT in Education <br />Programme for<br />School Leaders, Instructional Designers, Multimedia Designers, Project Managers, Educators, <br />Corporate Trainers, Publishers…<br />
  • 18. WG to develop PLO<br />Present to Programme Committee for Endorsement<br />Student Consultative Committee Consultation<br />External Examiner Consultation<br />Revise the Curriculum<br />Write Individual Modules<br />MSC[ITE] REVISION PROCESS<br />Develop LO Map<br />Develop Assessment<br />Promotion and Marketing<br />Individual module documentation<br />
  • 19. Working Group to develop PLO<br /><ul><li>How to write Programme Learning Outcomes?
  • 20. Are PLOs subset of Educational Aims?
  • 21. Develop a coherent set of PLOs to cover the programme
  • 22. Current programme structure made this impossible
  • 23. The process exposed other areas for improvements (e.g., removal/addition of modules)</li></li></ul><li>New Structure<br />
  • 24. Revised MSc Structure<br />
  • 25. Programme Learning Outcomes<br />
  • 26. Writing Learning Outcomes<br />*<br />From Anderson, L.W., &amp; Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, <br />Teaching, and Assessing: A Revision of Bloom&apos;s Taxonomy of Educational Objectives. <br />New York: Longman.<br />
  • 27. Consultations regarding changes<br />Present proposal to the programme committee meeting<br />Student consultative committee consultation<br />Past and current external examiner consultations<br />Consolation with CETL<br />
  • 28. Revise the Curriculum<br />Revise syllabus document<br />Secure Faculty Board endorsement <br />Ready for implementation in September 2010<br />
  • 29. Write Individual Modules<br />Teachers tasked to write/revise module descriptions (to be included in the syllabus document)<br />Write Module Learning Outcomes<br />
  • 30. Write Individual Modules<br />Relate Learning Outcomes to Educational Aims<br />
  • 31. Develop LO Map<br />See the distributed document 1<br />Why develop this document?<br />Align curriculum around PLOs<br />Examine redundancies <br />Develop a system that would lead to further development<br />
  • 32. Develop Assessment<br />Design assessment items that evaluate achievement of LO<br />Understand how assessment builds across modules leading to achievement of PLOs<br />Examine possible redundancies in assessment<br />
  • 33. Alignment<br />
  • 34. Develop Module Documentation<br />Module Outline Document<br />Clear communication of goals and expectations<br />Links between LOs, assessment and content<br />See example of a Module Outline that is distributed (document 2)<br />
  • 35. Progression Path<br />
  • 36. Programme Promotion &amp; Marketing<br /><ul><li>Rapid increase in a number of applicants for places in MSc [ITE]
  • 37. We will offer F/T class for the first time in Sept 2010</li></li></ul><li>Further Work<br /><ul><li>Develop mechanism for monitoring of implementation of the new curriculum
  • 38. Examine possibilities for e-learning mode of delivery
  • 39. Link LOs to specific resources (e.g., content from RISAL – see http://risal.cite.hku.hk )
  • 40. Revise second programme – MSc (Library and Information Management) </li>

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