This presentation is part of a course on Curriculum Development for 21st Century Flexible Learning.

1. 1
LEARNING
OUTCOMES
Discussions
DEVELOPING OUTCOMES-BASED COURSES
IN FLEXIBLE LEARNING MODES
Enriqueta D. Reston, PhD
School of Education
University of San Carlos
Cebu City, Philippines

2. 2Flexible Learning Modes in 21st Century Education
Source: Commonwealth of Learning ( 2014). www.col.org/videos
Flexible learning refers to learning situations that are less constrained by time, space, and the
organizational requirements of educational providers. Consequently, the learner has substantial control
over the logistics of learning, notably the location and timing of the learner’s learning activity.
Goodyear, P. (2008). Flexible Learning and the Architecture of Learning Places

3. 3
ESSENTIAL COMPONENTS OF COURSES INFLEXIBLE LEARNINGMODES
In Flexible learning modes, learners actively engage with course content in many ways via multiple platforms to enable them to develop knowledge
and capacities to demonstrate the desired learning outcomes .
LEARNING ACTIVITIES
COMMUNICATION AND
ANNOUNCEMENTS
WELL-STRUCTURED KNOWLEDGE
BASE
ASSESSMENTS
LEARNING RESOURCES
.
STUDENT
LEARNING
OUTCOMES
Coherence: Parts and aspects must all fit together to produce a cohesive and coherent whole.
LEARNER SUPPORT
(includes study guide, scaffolding support,
feedback, coaching, peer tutoring)
Assessment for/as/of learning ,
rubrics and other tools, grading
system
Include motivational contexts;
intertwined with assessment
as learning
Multimedia resources, digital
tools, Open Educational
Resources

4. 4
Learning Resources
May be print or electronic, digital materials, multimedia resources, or we allow
students to search for some materials themselves.
Temporal and spatial flexibility
Flexible use of time and space. Learners decide their best
time to learn. .
Flexibilityin Modes of Communication
betweenteacher and learner,andamong learners
Interactions and collaborations may be synchronous offline/online
or asynchronous .
Technology Flexibility
A wide range of tools to choose from or gadgets to use.
DIMENSIONS OF FLEXIBLE LEARNING
Provides options and adjustments in the different course elements to accommodate various circumstances
and needs of learners:
Flexibility overGoals, Methods and Assessments
Lessons in multimediaformat; learningoutcomes may be demonstrated in multiple pathways based on clear
standards andcriteriafor success.

5. 5
CREATING AN OUTCOMES-BASED LEARNING SEQUENCE
LEARNINGRESOURCESCOMMUNICATION & INTERACTIONS
Use available and open access
resources for students to seek
information, solve problems,
evaluate and make decisions
or create new forms of
knowledge. .
LEARNINGACTIVITIES
Provide individual and
collaborative learning
activities to promote
learners’ active
engagement with course
content, learning
resources and other
learners.
ASSESSMENT
Intersperse questions
and assessment tasks
into the content and
resources to enable
learners to apply the
knowledge gained before
proceeding to other
material.
Communicate to introduce
the lesson, facilitate
discussion, collaboration
and interactions, provide
guidance and to reach
mutual understanding.
“Match your content to outcomesand not the other way around.”
Butcher,
Davis &
Highton
(2006).
Designing
Learning:
From
Module
Outline to
Effective
Teaching
BACKWARDS DESIGN (Spady’s 4th
Power Principle)of OBE
UNIT
OUTCOME/Int
endedLearning
Outcome (ILO)

6. 6CONTENT BUILDING BLOCKS FOR ONLINE TEACHING AND LEARNING
The most basic and
most versatile. You
can add rich text,
images, graphics,
links and many
more. .
HTML
They may be teacher-
learner or learner-learner
interactions that allow
learners to engage in
exchange of ideas through a
forums that are embedded
in the natural flow of the
course. .
DISCUSSION
They may be questions
and tasks are used to
check understanding,
provide applications of
what the learner just
viewed, and challenges to
extend understanding or
see alternative
perspectives.
PROBLEMS
They are used for lectures and
demonstrations. Downloadable
versions of videos are
recommended so learners with
intermittent internet connection
and for accessibility purposes.
.
VIDEOS

7. 7TYPES OF DIGITAL RESOURCES FOR LEARNING AND ASSESSMENT TASKS
Learning Task Supported Examples
Webpages and websites, eBooks, Images (Flicker),
Video Files (TED Talk, YouTube), Powerpoint
Presentations (Slideshare) and Animations
Narrative Presenting the subject matter and tasks
where learners assimilate information. .
Interactive
For exploratory or investigative learning
tasks; returns information based on user
input
Hypermedia, Search Engines (Google Scholar), Gateways
and Portals
Adaptive
Tasks involving experimentation and practice
for acquisition of sklls; the medium
continously adapts to user input
Virtual World (Second Life), Simulations, Models,
Interactive Tutorials.
Communicative Tasks involving communication between
individuals and groups
Chat(Google Chat) Video Conferencing (Skype,
Zoom, Google Meet), Instant Messaging (FB
Messenger, chikka.com)
Productive
Tasks where students articulate or express
their understanding of the lesson by
generating their own representations or
knowledge product.
Web and multimedia authoring tools, Impage processing
tools (Photoshop) . Audio and video capture and editing
tools (Audacity), Bloggs (Blogger, Wordpress,), Wikis
(Wikispaces, Wiki Editor, Shared Write and Draw Systems
(Google docs).
Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: Routledge Falmer.
Media Type

8. 8SOME STRATEGIES TO PROMOTEACTIVE ENGAGEMENT OF STUDENTS
WITH COURSE CONTENT
Let students use varied learning resources and technology tools to accommodate
their varied interests, experiences, learning style, needs and ability levels to
create knowledge products or critique existing ones.
ProvideAppropriate Learner Support
This may include pre-assessment of learner readiness, and setting
mechanisms for continuous self-assessments, scaffolding, feedback and
coaching by teacher or co-learners.
Use VariedAssessments FOR/ AS/ OF Learning
Leverage on the various forms and purposes of assessments to elicit
students’ learning and active engagement.
Design Interactive Learning Sequences
Design each learning sequence as a dynamic set of interwoven learning resources,
activities, interactions and assessments on specific topics/ content areas.
Let students explorethe benefits ofResource-based Learning

9. 9DESIGNING THE LEARNING SEQUENCE FOR A MODULE:
8 Factors for Successful Student Learning
PROVIDE links
to
RESOURCES
necessary for
the tasks.
GUIDEstudent on
what is to be
learned.
Clear learning
outcomes are linked to
detailed assessment
criteria and grade
descriptors.
DESIGN application
activities
Let students apply their
learning, and extend and
enhance understanding by
being challenged. .
FEEDBACKon learning.
Provide timely
information on how
successful, or not,
learning has been.
STRUCTURE
pathways through
concepts
PROCESS activities.
Provide opportunities for
students to discuss ideas and
insights from the activities.
BUILD ON
foundations.
New ideas and
knowledge are linked
to existing
frameworks.
Butcher, Davis & Highton (2006). Designing Learning: From Module Outline to Effective Teaching
BUILD in
support
structure for
students

10. 10
OnlineGames
Online games offer exciting assessment opportunities.
They can provide a safe, creative environment in which
students can learn to experiment, collaborate and solve
problems
Assignments
May be individual or collaborative performance tasks
to demonstrate processes or create knowledge
products using multimedia and digital resources; may
be projects or authentic performance tasks.
Discussions
, .
TECHNIQUES OF ONLINE ASSESSMENTS
Tests/Quizzes
Student journaling,blogging
and wikibuilding
Multiple choice, true-false, matching
exercises, multiple response types,
short answer tests, essays
Self- and peer-assessment tasks
Promotes students’ reflection,
individual and collaborative
writing
Promotes student responsibility and
autonomy for learning
Students reply to questions
with explanations and
illustrations to demonstrate
knowledge of the topic.
Digital or e-portfolios
A portfolio is a collection of
student work that is
organized, reflected upon
and presented to show
learning growth over time.

11. 11
Let TEACHING-LEARNING AND ASSESSMENTACTIVITIES
INTERTWINE!
Learners collaboratively produce a
WebQuest that will provide some
resource-based solutions on how
flexible learning may be implemented
in their disciple in this time of a
pandemic.
Learners design a course by
creating a layout or “blueprint” to
guide the development of an
outcomes-based course they have
taught before, with additional FL
options.
Based on the learning
resources of this unit, create a
graphic organizer that shows
the relationships of the
different forms of flexible
teaching and learning.
Based on the course design in
(3), learners will develop a
course that may be uploaded
in an LMS with flexible
learning options.
2
Produce a
Webquest for
resourceson FL
1
Create a
graphicorganizer onFL.
4
Develop an outcomes-
based coursewith FL
options.
LEARNING
OUTCOMES
3
Design an
outcomes-based
coursewith FL
options

12. 12
Take the Next Steps towards Flexible Alternative Assessments
A Teacher’s Guide to Alternative Assessment: Taking the First Steps in the Assessment Ladder
(Corcoran, Dershimer & Titchenor, 2004)
Teacher allows flexibility in summative assessment;
students can choose any medium to demonstrate
their learning outcome.
LEVEL 3
Teacher uses variety of alternative assessments as
summative measure but with formative assessment
strategies
LEVEL 2
Teacher uses 1 or 2 alternative assessment as a
summative measure
LEVEL 1
Teacher uses written tests only and no alternative assessments as basis for grading in a term.
(summative assessment)
LEVEL 0
(Ground Level)

13. 13
SUMMARY
OUR ROLEAS TEACHERS
Transitioning from traditional F2F to online teaching for greater flexibility is
similar to change from stage to film. Our main role as teachers have shifted
heavily as being the course designer, producer and director before “ the
actual show.”
COURSE CONTENT
Course content includes a variety of materials from your syllabus and schedule to varied learning
resources including readings, videos, readings, discussions, exercises, teaching-learning and
assessment activities that are intertwined in various format to promote student engagement and
learning towards demonstration of pre-specified outcomes.
ORGANIZATION OF COURSE CONTENT
Learners engage with content as they move through the units in the learning
sequence. The learning sequence is designed to engage the learner by
creating a modular experience that provides some structure and coherence
while maintaining levels of flexibility. A module may consists of 1 or several
learning sequences. A course may consists of two or more modules.