The document discusses a case study from the Faculty of Education at HKU, focusing on improving academic programs through an Outcomes-Based Approach to Student Learning (OBASL). Key elements include defining program learning outcomes, aligning teaching activities and assessments, and the collaborative roles within faculty and teams to enhance student learning experiences. It emphasizes the importance of strategic planning, consultation, and iterative evaluation in curriculum development to meet current educational needs and expectations.

1. Improving HKU Programmes through an OBASL Approach: A Case from the Faculty of Education May, 12, 2010.Daniel Churchill, Faculty of EducationDiane Salter, CETL

2. Program DevelopmentThe ProcessCritical Success FactorsRoles The Internal ProcessFaculty of Education Example CETL - How We Can Help

3. Model of OBASLWhat you want your students to learn:Aims and Learning OutcomesHow you want your students to learn:Teaching and Learning Activities aligned with LOHow you will judge how well your students have learned:Assessment methods and Standards aligned with LO

4. How to develop or ‘rethink’ a programme….

5. Considerations for Determining Program Learning Outcomes?PROGRAM LEARNING OUTCOMES

6. Considerations for Determining Program Learning Outcomes?HKU AIMS External AccreditingBodies OTHER??PROGRAM LEARNING OUTCOMES Employment OpportunitiesCurrent Trends/NeedsLogistical issuesFaculty, space, etc

7. Critical Success FactorsDocument ManagementTeamworkTheVisionProject ManagementTemplates & Examples

8. Creating Exceptional Student Experiences….TheVisionProgram Learning Outcomes Strengths and Shortcomings of Current Programme/CoursesStrategic direction of dept. and HKU aims External Accreditation Issues

9. Project ManagementDefine project scopeDevelop project planIdentify required resourcesAssign accountability and authority

10. TeamworkProgramme Teams Communicate a shared visionDefine roles and responsibilitiesAssign work Create and maintain a level of excitement

11. Templates & ExamplesPromote efficiency, consistency and the ability to repeatLearn from others

12. Document ManagementShare materialEnsure safe storage Minimize administrative challengesOnline databases Ready for QA processess

13. Curriculum DesignerProject ManagersSubject MatterExpertsResearchersProductionSupport

14. University Aims University Level Learning Outcomes Program Level Learning Outcomes (PLO’s)ExamplesCourse Level(CLO’s)Course Level(CLO’s)Course Level(CLO’s)

15. Document ManagementTeamworkTheVisionProject ManagementTemplates & ExamplesSuccessImplement and Evaluate and Revise – Process begins again..

16. Outcomes-based ApproachAt the Course Level IntendedoutcomesWhat do we expect ourstudents tobe able to door demonstrateas a result ofthe learning?ContentWhat specificknowledge,skills and attitude dothey need tolearn to achieve theoutcomes?Teaching& LearningWhat are themost appropriateteaching andlearning methods for helping students to achieve theoutcomes?AssessmentWhat methods of assessment are most suitable for measuring students’ attainment of the outcomes?

17. Programme Revised IT in Education Programme forSchool Leaders, Instructional Designers, Multimedia Designers, Project Managers, Educators, Corporate Trainers, Publishers…

18. WG to develop PLOPresent to Programme Committee for EndorsementStudent Consultative Committee ConsultationExternal Examiner ConsultationRevise the CurriculumWrite Individual ModulesMSC[ITE] REVISION PROCESSDevelop LO MapDevelop AssessmentPromotion and MarketingIndividual module documentation

19. Working Group to develop PLOHow 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)New Structure

24. Revised MSc Structure

25. Programme Learning Outcomes

26. Writing Learning Outcomes*From Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

27. Consultations regarding changesPresent proposal to the programme committee meetingStudent consultative committee consultationPast and current external examiner consultationsConsolation with CETL

28. Revise the CurriculumRevise syllabus documentSecure Faculty Board endorsement Ready for implementation in September 2010

29. Write Individual ModulesTeachers tasked to write/revise module descriptions (to be included in the syllabus document)Write Module Learning Outcomes

30. Write Individual ModulesRelate Learning Outcomes to Educational Aims

31. Develop LO MapSee the distributed document 1Why develop this document?Align curriculum around PLOsExamine redundancies Develop a system that would lead to further development

32. Develop AssessmentDesign assessment items that evaluate achievement of LOUnderstand how assessment builds across modules leading to achievement of PLOsExamine possible redundancies in assessment

33. Alignment

34. Develop Module DocumentationModule Outline DocumentClear communication of goals and expectationsLinks between LOs, assessment and contentSee example of a Module Outline that is distributed (document 2)