The document discusses mapping learning outcomes to learning objectives to achieve the goals of outcome-based education. It defines key terms like learning outcomes and objectives. It emphasizes writing specific, measurable outcomes and objectives. It also provides examples of mapping outcomes to objectives, courses, and assessment tools to ensure all objectives are adequately addressed. The overall goal is to develop a framework that aligns all levels of education to clearly demonstrate what students have learned.
This document discusses experiential learning. It defines experiential learning as involving students in real experiences that are critically important, and learning through doing and reflecting. It discusses John Dewey's philosophy that experience is integral to education. It presents Kolb's model of the experiential learning cycle, including concrete experience, observation and reflection, formation of abstract concepts, and testing in new situations. It outlines conditions for successful experiential learning, including student participation, direct problem solving, and self-evaluation. Examples of experiential learning approaches are also provided.
The document discusses several methods for assessing mathematics learning:
1) Project work can be done individually or in groups, applying mathematical concepts to real-life situations. It involves collecting and analyzing data.
2) Portfolios are collections of student work over time that show effort, progress, and achievement. They help teachers and students assess skills and growth.
3) Mathematics exhibitions foster awareness and skills while developing positive attitudes. They involve student and teacher demonstrations of models, charts, and activities to engage parents.
The document discusses the National Credit Framework (NCrF) in India. It provides the following key points:
- The NCrF was jointly developed by the government to realize the objectives of the National Education Policy 2020. It will integrate credits earned through school, higher, and vocational education.
- The NCrF provides a comprehensive credit system that encompasses all types of learning, including academic, vocational, and experiential learning. It establishes procedures for assigning, accumulating, storing, transferring, and redeeming credits.
- Learning will be credited based on 1200 hours per year, equivalent to 40 credits. Credits will be awarded based on 30 notional learning hours equaling 1 credit.
The role of teachers has changed from the past to the present. In the past, teachers were seen as the sole source of knowledge and authority figures, while now they take on facilitator, supporter, and advisor roles. As technology and information access has increased, teachers are expected to develop students' skills, understand individual needs, and continually expand their own knowledge base. The ideal 21st century teacher will be understanding, well-prepared in their subject and teaching methods, able to facilitate both classroom and online learning effectively, and open to students' needs in a changing digital world.
This document discusses various tools and techniques for assessing mathematics learning at the primary level. It outlines different types of test items like objective and open-ended items. It also discusses developing question banks and different forms of assessment like projects, portfolios, exhibitions, quizzes and games. Key aspects of mathematics like concepts, reasoning, problem solving and communication can be assessed using these tools and techniques.
This document discusses the importance of creating a yearly plan for teaching. It notes that planning is essential for any activity, including teaching, to be conducted efficiently and effectively. A yearly plan lays out instruction for the entire academic year, dividing the subject into meaningful clusters and topics organized by month, week and class periods. Key factors to consider in a yearly plan include the number of units to be taught, objectives, topic arrangement, methodology, available resources, and coordination with other subjects. The plan should consider seasonal variations and arrange simple concepts before complex ones. Objectives, activities, periods, and a tracking system are suggested for organizing the plan.
The document discusses next generation learning (NGL) and college and career readiness. It provides an overview of NGL principles like personalized learning and student agency. It also outlines areas of focus for NGL like student-centered learning, anytime/anywhere learning, and performance-based assessments. Interviews suggest there is consensus that NGL prioritizes personalization through technology-enabled instruction in a student-centered environment. The document also examines existing delivery models, readiness of different sectors to support NGL, and criteria for evaluating states' support for NGL policies.
This document outlines several limitations of e-learning: 1) It requires basic computer literacy and access to equipment; 2) Some topics like sports are not appropriate for e-learning; 3) Students need to be self-motivated and have good time management skills as e-learning is flexible and student-centered. The success of an e-learning program depends on the effort put in by students. It also notes bandwidth limitations, loss of human contact, limited interactivity, and high development costs and times.
This document discusses experiential learning. It defines experiential learning as involving students in real experiences that are critically important, and learning through doing and reflecting. It discusses John Dewey's philosophy that experience is integral to education. It presents Kolb's model of the experiential learning cycle, including concrete experience, observation and reflection, formation of abstract concepts, and testing in new situations. It outlines conditions for successful experiential learning, including student participation, direct problem solving, and self-evaluation. Examples of experiential learning approaches are also provided.
The document discusses several methods for assessing mathematics learning:
1) Project work can be done individually or in groups, applying mathematical concepts to real-life situations. It involves collecting and analyzing data.
2) Portfolios are collections of student work over time that show effort, progress, and achievement. They help teachers and students assess skills and growth.
3) Mathematics exhibitions foster awareness and skills while developing positive attitudes. They involve student and teacher demonstrations of models, charts, and activities to engage parents.
The document discusses the National Credit Framework (NCrF) in India. It provides the following key points:
- The NCrF was jointly developed by the government to realize the objectives of the National Education Policy 2020. It will integrate credits earned through school, higher, and vocational education.
- The NCrF provides a comprehensive credit system that encompasses all types of learning, including academic, vocational, and experiential learning. It establishes procedures for assigning, accumulating, storing, transferring, and redeeming credits.
- Learning will be credited based on 1200 hours per year, equivalent to 40 credits. Credits will be awarded based on 30 notional learning hours equaling 1 credit.
The role of teachers has changed from the past to the present. In the past, teachers were seen as the sole source of knowledge and authority figures, while now they take on facilitator, supporter, and advisor roles. As technology and information access has increased, teachers are expected to develop students' skills, understand individual needs, and continually expand their own knowledge base. The ideal 21st century teacher will be understanding, well-prepared in their subject and teaching methods, able to facilitate both classroom and online learning effectively, and open to students' needs in a changing digital world.
This document discusses various tools and techniques for assessing mathematics learning at the primary level. It outlines different types of test items like objective and open-ended items. It also discusses developing question banks and different forms of assessment like projects, portfolios, exhibitions, quizzes and games. Key aspects of mathematics like concepts, reasoning, problem solving and communication can be assessed using these tools and techniques.
This document discusses the importance of creating a yearly plan for teaching. It notes that planning is essential for any activity, including teaching, to be conducted efficiently and effectively. A yearly plan lays out instruction for the entire academic year, dividing the subject into meaningful clusters and topics organized by month, week and class periods. Key factors to consider in a yearly plan include the number of units to be taught, objectives, topic arrangement, methodology, available resources, and coordination with other subjects. The plan should consider seasonal variations and arrange simple concepts before complex ones. Objectives, activities, periods, and a tracking system are suggested for organizing the plan.
The document discusses next generation learning (NGL) and college and career readiness. It provides an overview of NGL principles like personalized learning and student agency. It also outlines areas of focus for NGL like student-centered learning, anytime/anywhere learning, and performance-based assessments. Interviews suggest there is consensus that NGL prioritizes personalization through technology-enabled instruction in a student-centered environment. The document also examines existing delivery models, readiness of different sectors to support NGL, and criteria for evaluating states' support for NGL policies.
This document outlines several limitations of e-learning: 1) It requires basic computer literacy and access to equipment; 2) Some topics like sports are not appropriate for e-learning; 3) Students need to be self-motivated and have good time management skills as e-learning is flexible and student-centered. The success of an e-learning program depends on the effort put in by students. It also notes bandwidth limitations, loss of human contact, limited interactivity, and high development costs and times.
Continuous and Comprehensive Assessment in SchoolsSanjaya Mishra
The document discusses comprehensive and continuous assessment in schools. It outlines that assessment should go beyond just evaluating academic skills and include assessing other areas like life skills, attitudes, values, and co-curricular activities. The CBSE recommends using both formative and summative assessments across scholastic and co-scholastic domains with grades assigned on a scale. Effective assessment requires teachers to plan lessons, give regular feedback, monitor student growth, and maintain detailed records while involving parents.
The document discusses the structure of the geography subject. It explains that subject structure refers to the overall framework of subunits and units within the branches of geography. The geography subject structure is organized at the primary, secondary, and higher secondary school levels.
The structure of geography includes physical geography branches like atmosphere, lithosphere, and hydrosphere. It also includes human geography branches like population and human occupation. Additional branches discussed are biosphere, astronomy, regional geography, and practical geography.
Studying the geography subject structure provides advantages like understanding the correlations between units and subunits, setting objectives, creating meaningful lesson plans, and allowing for more comprehensive evaluation.
Holistic Learning - PPT By Shivam Parmar Shivam Parmar
This PPT is about holistic Learning, through which students can understand a particular topic from every corner of different fields and overall helps in better learning.
Copywriting & Designing done by Shivam Parmar
For a Client (Manish Mishra).
Permission has been taken from the client to upload this PPT, just to show my work to the other prospects.
This document provides career guidance information for 10th class students. It discusses the need for career guidance at this stage as students often do not plan for their future and are influenced by others in selecting a career. The document advises students to select a career by considering their personality, specific factors like interests and abilities, and interests. It provides a long list of career options in non-medical fields, sciences, medical, commerce, arts, and describes some career paths within each field. The goal is to help students make an informed choice about their career path.
The joy of learning is as indispensable in study as breathing is in running - Simone Weil
The NEP 2020 is landmark policy on redefining Indian Education. It not only asserts that students must learn how to learn but also that learning must be discovery based, experiential and joyful.
Enjoyable learning takes place in a relaxed setting with the educator as a facilitator who embarks on a journey of inquiry along with students. Pleasure and ownership also comes with a sense of achievement and accomplishments that a child achieves while going about his/her learning, thus a feeling a creating something, making a connect with real life is a key for this competency based positive experience.
In this Presentation we are displaying Joyful Learning, a CBSE initiative handbook’s key features crucial terms along with skills and abilities a child requires to achieve a joyful learning experience and that as facilitators we can all view and understand what Joyful Learning is truly about all about.
The document discusses cooperative learning as an instructional strategy where students work in small groups to help each other learn. It defines cooperative learning and contrasts it with individual and competitive learning. The key elements that make cooperative learning effective are positive interdependence, individual accountability, group processing, interpersonal skills, and face-to-face interaction. When implemented properly with these elements, cooperative learning has benefits like increased achievement, improved relationships, and higher motivation. Several examples of cooperative learning strategies and their benefits are provided.
Knowledge generation can occur through directed research, experiments, and interactions within academic institutions, firms, and organizations. It can also be casual and occur during daily work. Knowledge is created through practice, collaboration, interaction and education, and is indicated by human capital inputs and outputs. Knowledge is also generated from written sources and developing concepts, and appropriate data helps create new knowledge.
This document discusses the importance and process of writing effective instructional objectives. It begins by asking important questions about the purpose of instruction and how student understanding and mastery can be demonstrated and assessed. It then defines objectives according to Bloom as the desired goals of instruction. Key characteristics of good objectives are outlined, and Mager's ABCD model provides a framework for writing objectives specifying the audience, expected behavior, conditions, and degree of mastery. The three domains of learning - cognitive, affective, and psychomotor - are introduced along with examples of action verbs to use for each level of learning within the cognitive domain.
The document discusses mathematical creativity and ways to stimulate it. Mathematical creativity is defined as producing unusual and insightful solutions to problems irrespective of complexity. Characteristics of creativity include developing original ideas and having the freedom and willingness to change. To stimulate mathematical creativity, teachers should receive training in creative teaching skills and continuously improve. A creative environment can be developed through well-equipped classrooms, open discussion of problems, and adequate time and resources to explore new issues. Various teaching methods beyond lectures can also be used, such as debates and group projects, to develop creative self-study habits among students.
This document discusses institutional planning, manpower forecasting, and supervision. It outlines the steps in institutional planning, including surveying needs and resources, determining priorities, implementing and evaluating plans. It also describes manpower forecasting as ensuring the right people are in the right roles. The document outlines supervision as helping to improve learning and provides activities like improving teaching and in-service teacher training. It identifies defects in supervision and proposes solutions like giving supervisors adequate authority.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
This document contains a digital lesson plan for a 6th grade mathematics class on the topic of symmetry. It identifies the school, class, number of students, and teacher. The objectives are for students to define symmetry, lines of symmetry, rotational symmetry, and relate it to daily life. Teaching points include the concept of symmetry, lines of symmetry, rotational symmetry, and examples like leaves and regular polygons. Students will define symmetry, lines of symmetry, understand types of symmetry, rotational symmetry, and construct symmetrical objects. Evaluation questions ask students the order of rotational symmetry in an equilateral triangle and to identify figures with rotational symmetry.
Strategies to develop creativity and critical thinkingjurutungo
This document outlines strategies for developing critical thinking and creativity in the classroom. It discusses using debates, brainstorming, teamwork, problem/project based learning, and guest speakers to enhance critical thinking. For creativity, it recommends using art, role playing, games, presentations, and media/technology in research. Specific activity ideas are provided, such as creating maps, role playing important historical figures, and playing vocabulary games. Guidelines for enhancing creativity include finding flow, encouraging diverse ideas, and giving supportive feedback and sufficient time for assignments.
Instructional technology is a subset of educational technology that applies principles of psychology and learning theory to instruction. It helps instructors and learners achieve instructional objectives through analyzing content, creating logical sequences of elements, providing continuous reinforcement, and allowing individualized learning. Instructional technology determines appropriate media, methods, and materials to achieve objectives in a given teaching-learning situation. It assists teachers and learners by helping set objectives, select instructional materials and methods, create an optimal instructional environment, and evaluate learning outcomes.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
The document discusses the flipped classroom approach to teaching. In a flipped classroom, lectures are delivered as prerecorded videos for students to watch before class, while class time is used for hands-on activities like problem-solving in groups. This inverts the traditional model of lectures in class and homework outside of class. The benefits include making student learning and application the priority over simple knowledge dissemination. The document provides guidance on creating effective video lectures and designing in-class activities to help students apply concepts and receive feedback.
Critical thinking in math and science powerpointcybanton
Critical thinking skills are important for math and science. In math, critical thinking is developed through problem solving exercises using real-world examples, interpreting graphs and charts, and finding applicable reasons for mathematical concepts. In science, critical thinking involves creating models to conceptualize concepts, using analogies to help students make connections, and conducting project-based learning with visual representations. Both subjects require analyzing, reasoning, evaluating problems, and understanding relationships between concepts.
The document discusses software technologies that can help students with special needs and disabilities in their education. It describes several software programs that provide learning support for issues like dyslexia, dyscalculia, and autism. The software uses games, videos, and interactive lessons to make learning more engaging and assist with skills like literacy, math, communication, and comprehension. The conclusion states that selecting the appropriate software that meets a student's individual needs can help reduce barriers to learning for students in special education.
Mapping learning outcomes with learning objectives to achieve real impact of OBEDr G R Sinha
The document discusses outcome-based education (OBE) and the importance of mapping learning outcomes to learning objectives. Some key points:
1) It defines learning outcomes as statements of what students will know and be able to do after a learning experience, while learning objectives outline what a teacher intends to cover. Learning outcomes focus on student outputs rather than teacher inputs.
2) It emphasizes the need to derive learning outcomes from a program's vision and mission, as well as student and employment needs, and to map them to course outcomes, learning objectives, teaching strategies, and assessment methods.
3) Examples are provided of writing specific, measurable learning outcomes and mapping them to course objectives and assessment tools to help achieve learning
First-Year Experience Conference: Helping Students Design their Experience an...brightspot
How can students see themselves as the designers of their own educational experience? How can they use evidence-based strategies to inform the everyday decisions they’ll make about where to live, what courses to take, what to do a class project on, how to seek support, how to find belonging, and how to explore career paths?
Elliot Felix answered these questions in his session, "Helping Students Design their Experience and Inform their Decisions" at the Annual Conference on The First-Year Experience.
Continuous and Comprehensive Assessment in SchoolsSanjaya Mishra
The document discusses comprehensive and continuous assessment in schools. It outlines that assessment should go beyond just evaluating academic skills and include assessing other areas like life skills, attitudes, values, and co-curricular activities. The CBSE recommends using both formative and summative assessments across scholastic and co-scholastic domains with grades assigned on a scale. Effective assessment requires teachers to plan lessons, give regular feedback, monitor student growth, and maintain detailed records while involving parents.
The document discusses the structure of the geography subject. It explains that subject structure refers to the overall framework of subunits and units within the branches of geography. The geography subject structure is organized at the primary, secondary, and higher secondary school levels.
The structure of geography includes physical geography branches like atmosphere, lithosphere, and hydrosphere. It also includes human geography branches like population and human occupation. Additional branches discussed are biosphere, astronomy, regional geography, and practical geography.
Studying the geography subject structure provides advantages like understanding the correlations between units and subunits, setting objectives, creating meaningful lesson plans, and allowing for more comprehensive evaluation.
Holistic Learning - PPT By Shivam Parmar Shivam Parmar
This PPT is about holistic Learning, through which students can understand a particular topic from every corner of different fields and overall helps in better learning.
Copywriting & Designing done by Shivam Parmar
For a Client (Manish Mishra).
Permission has been taken from the client to upload this PPT, just to show my work to the other prospects.
This document provides career guidance information for 10th class students. It discusses the need for career guidance at this stage as students often do not plan for their future and are influenced by others in selecting a career. The document advises students to select a career by considering their personality, specific factors like interests and abilities, and interests. It provides a long list of career options in non-medical fields, sciences, medical, commerce, arts, and describes some career paths within each field. The goal is to help students make an informed choice about their career path.
The joy of learning is as indispensable in study as breathing is in running - Simone Weil
The NEP 2020 is landmark policy on redefining Indian Education. It not only asserts that students must learn how to learn but also that learning must be discovery based, experiential and joyful.
Enjoyable learning takes place in a relaxed setting with the educator as a facilitator who embarks on a journey of inquiry along with students. Pleasure and ownership also comes with a sense of achievement and accomplishments that a child achieves while going about his/her learning, thus a feeling a creating something, making a connect with real life is a key for this competency based positive experience.
In this Presentation we are displaying Joyful Learning, a CBSE initiative handbook’s key features crucial terms along with skills and abilities a child requires to achieve a joyful learning experience and that as facilitators we can all view and understand what Joyful Learning is truly about all about.
The document discusses cooperative learning as an instructional strategy where students work in small groups to help each other learn. It defines cooperative learning and contrasts it with individual and competitive learning. The key elements that make cooperative learning effective are positive interdependence, individual accountability, group processing, interpersonal skills, and face-to-face interaction. When implemented properly with these elements, cooperative learning has benefits like increased achievement, improved relationships, and higher motivation. Several examples of cooperative learning strategies and their benefits are provided.
Knowledge generation can occur through directed research, experiments, and interactions within academic institutions, firms, and organizations. It can also be casual and occur during daily work. Knowledge is created through practice, collaboration, interaction and education, and is indicated by human capital inputs and outputs. Knowledge is also generated from written sources and developing concepts, and appropriate data helps create new knowledge.
This document discusses the importance and process of writing effective instructional objectives. It begins by asking important questions about the purpose of instruction and how student understanding and mastery can be demonstrated and assessed. It then defines objectives according to Bloom as the desired goals of instruction. Key characteristics of good objectives are outlined, and Mager's ABCD model provides a framework for writing objectives specifying the audience, expected behavior, conditions, and degree of mastery. The three domains of learning - cognitive, affective, and psychomotor - are introduced along with examples of action verbs to use for each level of learning within the cognitive domain.
The document discusses mathematical creativity and ways to stimulate it. Mathematical creativity is defined as producing unusual and insightful solutions to problems irrespective of complexity. Characteristics of creativity include developing original ideas and having the freedom and willingness to change. To stimulate mathematical creativity, teachers should receive training in creative teaching skills and continuously improve. A creative environment can be developed through well-equipped classrooms, open discussion of problems, and adequate time and resources to explore new issues. Various teaching methods beyond lectures can also be used, such as debates and group projects, to develop creative self-study habits among students.
This document discusses institutional planning, manpower forecasting, and supervision. It outlines the steps in institutional planning, including surveying needs and resources, determining priorities, implementing and evaluating plans. It also describes manpower forecasting as ensuring the right people are in the right roles. The document outlines supervision as helping to improve learning and provides activities like improving teaching and in-service teacher training. It identifies defects in supervision and proposes solutions like giving supervisors adequate authority.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
This document contains a digital lesson plan for a 6th grade mathematics class on the topic of symmetry. It identifies the school, class, number of students, and teacher. The objectives are for students to define symmetry, lines of symmetry, rotational symmetry, and relate it to daily life. Teaching points include the concept of symmetry, lines of symmetry, rotational symmetry, and examples like leaves and regular polygons. Students will define symmetry, lines of symmetry, understand types of symmetry, rotational symmetry, and construct symmetrical objects. Evaluation questions ask students the order of rotational symmetry in an equilateral triangle and to identify figures with rotational symmetry.
Strategies to develop creativity and critical thinkingjurutungo
This document outlines strategies for developing critical thinking and creativity in the classroom. It discusses using debates, brainstorming, teamwork, problem/project based learning, and guest speakers to enhance critical thinking. For creativity, it recommends using art, role playing, games, presentations, and media/technology in research. Specific activity ideas are provided, such as creating maps, role playing important historical figures, and playing vocabulary games. Guidelines for enhancing creativity include finding flow, encouraging diverse ideas, and giving supportive feedback and sufficient time for assignments.
Instructional technology is a subset of educational technology that applies principles of psychology and learning theory to instruction. It helps instructors and learners achieve instructional objectives through analyzing content, creating logical sequences of elements, providing continuous reinforcement, and allowing individualized learning. Instructional technology determines appropriate media, methods, and materials to achieve objectives in a given teaching-learning situation. It assists teachers and learners by helping set objectives, select instructional materials and methods, create an optimal instructional environment, and evaluate learning outcomes.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
The document discusses the flipped classroom approach to teaching. In a flipped classroom, lectures are delivered as prerecorded videos for students to watch before class, while class time is used for hands-on activities like problem-solving in groups. This inverts the traditional model of lectures in class and homework outside of class. The benefits include making student learning and application the priority over simple knowledge dissemination. The document provides guidance on creating effective video lectures and designing in-class activities to help students apply concepts and receive feedback.
Critical thinking in math and science powerpointcybanton
Critical thinking skills are important for math and science. In math, critical thinking is developed through problem solving exercises using real-world examples, interpreting graphs and charts, and finding applicable reasons for mathematical concepts. In science, critical thinking involves creating models to conceptualize concepts, using analogies to help students make connections, and conducting project-based learning with visual representations. Both subjects require analyzing, reasoning, evaluating problems, and understanding relationships between concepts.
The document discusses software technologies that can help students with special needs and disabilities in their education. It describes several software programs that provide learning support for issues like dyslexia, dyscalculia, and autism. The software uses games, videos, and interactive lessons to make learning more engaging and assist with skills like literacy, math, communication, and comprehension. The conclusion states that selecting the appropriate software that meets a student's individual needs can help reduce barriers to learning for students in special education.
Mapping learning outcomes with learning objectives to achieve real impact of OBEDr G R Sinha
The document discusses outcome-based education (OBE) and the importance of mapping learning outcomes to learning objectives. Some key points:
1) It defines learning outcomes as statements of what students will know and be able to do after a learning experience, while learning objectives outline what a teacher intends to cover. Learning outcomes focus on student outputs rather than teacher inputs.
2) It emphasizes the need to derive learning outcomes from a program's vision and mission, as well as student and employment needs, and to map them to course outcomes, learning objectives, teaching strategies, and assessment methods.
3) Examples are provided of writing specific, measurable learning outcomes and mapping them to course objectives and assessment tools to help achieve learning
First-Year Experience Conference: Helping Students Design their Experience an...brightspot
How can students see themselves as the designers of their own educational experience? How can they use evidence-based strategies to inform the everyday decisions they’ll make about where to live, what courses to take, what to do a class project on, how to seek support, how to find belonging, and how to explore career paths?
Elliot Felix answered these questions in his session, "Helping Students Design their Experience and Inform their Decisions" at the Annual Conference on The First-Year Experience.
7 Skills Students Will Always Need.pdfAccess Jagan
We seek to prepare our students for the 'real world' that exists around them as educators. We teach kids to read, write, and add and subtract. Then there are the less tangible skills we teach, such as how to operate in a group, think critically, and be curious about the things they come across on a daily basis.
Apps for Good is a program that teaches students to design mobile apps to solve real-world problems. It aims to improve students' entrepreneurial and technical skills, increase their confidence, and help them learn about potential careers. Educators are also trained to facilitate app design sessions. In 2011/12, over 1,200 students participated in the program across the UK. Surveys found that the program significantly improved students' skills and confidence. It also helped educators learn new skills and teaching methods. The program connects students with industry professionals who mentor and advise them.
Combining Technology with the 6 "C's" of Motivationsmileha33
The document discusses the 6 "C's" of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences. It explains each "C" and provides examples of how they can be applied in the classroom using technology to improve student motivation. Technology can act as a 7th motivator by keeping students engaged through interactive concepts, visual learning styles, and authentic challenging activities. It concludes by stating technology improves motivation when students use applications to experience success, produce and share work, and engage with challenging programs to develop skills.
IAO is an international quality assurance agency, working to improve quality assurance standards of organizations all over the world. With its global network of experts, IAO grants accreditation to educational institutions, corporations, professionals and qualified individuals.
Elliot Felix from brightspot strategy gave a presentation on transforming learning spaces and experiences. The presentation covered engaging students in the classroom through active learning spaces, enabling student success through shared service hubs, building student skills through project spaces, and supporting online learning. Key principles for institutions included considering spaces, services, and staffing holistically; integrating physical and digital experiences; conducting assessments before targeting areas; and using pilots to test ideas.
The document provides a summary of recent developments at South Gloucestershire and Stroud College. Mini inspections of the Art and Design, Performing Arts, and Access to Learning departments found excellent teaching and learning. HR successfully launched a new appraisal system and staff development sessions received positive feedback. The Teacher Development Unit is promoting action research and functional skills training. Resources and upcoming events are also highlighted.
iDesignX 2017: Learner Engagement vs Learning Experience - Scenarios in eLear...Dr. Melissa A. Bordogna
These are the slides from the iDesignX 2017 conference held in Brisbane, Australia on Thursday 23, February. The mini masterclass was entitled: Engagement & Scenarios in eLearning Design
* Learner Engagement vs Learning Experience
* The Social Science of Motivation: a snapshot
* Elements of Effective Scenarios
* Food for Thought: Examples to Spur Creativity
Volunteers from Steelcase and students from two schools participated in a business competition hosted by SuitUp. The competition challenged students to design an innovative learning space concept. Steelcase volunteers coached the student teams. One team called "The Well-being Warriors" won. Surveys found the competition improved students' confidence and career outlook. It also benefited the volunteers in encouraging young people to consider their industries. Both students and volunteers expressed interest in future collaborations.
1) Learning experience design is important for higher education as it focuses on understanding learners and designing effective learning experiences based on their needs, goals, and context.
2) Key principles of learning experience design include keeping the learner as the primary focus, examining the totality of their experience, and basing design on educational and learning science theories.
3) For higher education specifically, learning experience design can help address the unique needs of adult learners by designing purposeful learning journeys, making efficient use of students' limited time, directly linking activities to goals, and building on students' existing knowledge and experiences.
The information in these slides was shared by Kamna Seth, ECEI Director, and Amy Josephson, Education Manger, from The Source for Learning during the George Mason Child Development Center's Professional Development Day in Fairfax, Virginia on Saturday, March 23, 2019. Learn proven strategies for promoting effective communication and team building within early childhood programs.
This document provides an overview of a college readiness institute organized as a partnership between the Community College of DC and Reach for College!, a nonprofit. The institute aims to inspire and provide strategies and materials to help students become college ready. Participants include high school and college representatives who will work together and share expertise to benefit students. The goals are to prepare students for college and careers, as 70% of DC jobs require postsecondary education, yet only 29% of local students go to college.
Baba Farid Group of Institutions runs various educational institutions under the guidance of prominent educationists from India and abroad. The group aims to provide quality education and prepare employable students. It has a 50-acre green campus with modern facilities. The group has established itself as a premier educational institution over the last two decades by continually experimenting with educational practices and technologies. It emphasizes correlating theory with practice through industrial visits and presentations. Research activities are conducted to promote creativity and innovation. The group aims to transform its institutions into a technology-focused university and provide industry-aligned education to nurture socially responsible citizens.
The 10 most prominent institutes for 2019 (maharashtra special)The Knowledge Review
The Knowledge Review thus presents a special issue “The 10 Most Prominent Institutes for 2019 (Maharashtra Special)”, which highlights the leading institutes, which are providing a facelift to the education system.
Dr. George Panicker is a passionate educationist and proponent of heutagogy and experiential learning. He believes the current education system needs reform to establish quality education and prepare students for the 21st century by focusing on skills like critical thinking, creativity, communication and collaboration rather than just memorization. Education 4.0 with integrated STEAM (Science, Technology, Engineering, Arts, and Mathematics) experiential learning can help transform education by making it more hands-on, collaborative, and tailored to students' needs using technology. As the CEO of International STEAM Research, Dr. Panicker provides STEAM experiential learning programs and labs in schools to help students develop problem-solving skills through an inquiry
New Microsoft Office PowerPoint Presentation.pptxNitin434222
This document proposes a career guidance program for students in Chhattisgarh, India. It would develop psychometric assessment tools and train local career mentors to guide students. Mentors would interpret student assessments and profiles to advise appropriate careers. The program includes career workshops, one-on-one sessions, and ongoing activities. It aims to improve gender parity, education outcomes, workforce participation, and social equity by helping students make informed career choices matched to their strengths. The proposal outlines a phased program and options for career guidance alone or with additional career labs in schools.
GroundTruth, a location-based marketing company, partnered with Middle Village Preparatory Charter School to host a SuitUp business competition for students. Volunteers from GroundTruth coached small teams of students as they developed podcast pitches for Spotify. Team 3's "Truth Hurts" pitch won. Both volunteers and students found the experience impactful. It increased students' confidence and interest in various careers. 100% of volunteers want to participate in future SuitUp events to encourage more students in their industries.
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Mapping learning outcomes with learning objectives to achieve real impact of obe
1. Mapping Learning Outcomes with Learning Objectives
to Achieve Real Impact of Outcome based Education (OBE)
G R Sinha, PhD
IEEE Senior Member, ACM Distinguished Speaker, IEEE Distinguished Speaker
Professor, Myanmar Institute of Information Technology Mandalay
Recipient of ISTE National Award, TCS Award, IEI Award, Expert Engineer Award, Young Engineer Award, Young Scientist Award
Email: drgrsinha@ieee.org, ganeshsinha@acm.com, gr_sinha@miit.edu.mm
2. Outcome Based Education (OBE)
Learning Outcomes, Learning Objectives and Mapping
2
Lecture Outline
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
Source: http://clipart-library.com/clipart/1265633.htm
3. About ACM
ACM, the Association for Computing Machinery (www.acm.org), is the premier global community of computing professionals
and students with nearly 100,000 members in more than 170 countries interacting with more than 2 million computing
professionals worldwide.
OUR MISSION: We help computing professionals to be their best and most creative. We connect them to their peers, to what
the latest developments, and inspire them to advance the profession and make a positive impact on society.
OUR VISION: We see a world where computing helps solve tomorrow’s problems – where we use our knowledge and skills to
advance the computing profession and make a positive social impact throughout the world.
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
4. The Distinguished Speakers Program
is made possible by
For additional information, please visit http://dsp.acm.org/
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
5. 5
Outcome Based Education (OBE)
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
8. 8
Continuous Improvement
Say what you want
Do what you say
Prove it
Improve it
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Pool of Good Candidates
Selection Committee
Real Challenge!
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Contd..
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
12. 12
New Hiring Skills
Communication
Teamwork
Interpersonal Skill
Strong work ethics
Motivation & initiative
Flexibility/adaptability
Analytical skills
Computer skills
Leadership skills
Self confidence
Creativity
Sense of humour
Entrepreneurial skills
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Development of Multiple intelligence
Critical Thinking: Creative Thinking
Decision-Making
Problem Solving
Interpersonal Relationship
Effective Communication
Coping with Emotions, Stress
Self-Awareness
High value on Verbal & written communication
21st Century Skills
Source: https://www.indiamart.com/mind-power-consulting-
navi/other-services.html
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
14. 14
Skills, Attitude, and Qualities to Get and Keep a Job
Employability Skills
Knowledge Plus Skills Makes Employable
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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How the
customer
explained what
she wanted!
How the project
leader
understood it!
How
the designer
designed it!
How the
technician
developed it!
What the
customer really
wanted!
Poor Communication!
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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To learn collaboration – work in teams
To learn critical thinking – take on complex problems
To learn oral communication – present
To learn written communications – write
To learn technology –use technology
To develop citizenship – take on civic and global issues
How to Develop Skills
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
17. 17
Tell me, I will forget
Show me, I may remember
Involve me, and I will understand
Chinese Proverb
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Take up one idea
Make that one idea your life
Think of it, dream of it, and Live on that idea
Let the brain, muscles, nerves, every part of the body be full of that idea
This the way to “SUCCESS”
Way to Success
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Goal Identification (Dream)
Strengthening commitment to Goal
Change Behavior
Change Attitude
Attitude and Aptitude helps in Achieving Altitude in our Life!
Success Process
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Weakens commitment to goal
Overconfidence and Low Self confidence
Lack of Self worth
Adoption of victim role and cursing the authority
Unwillingness to seek help
Resistance to Change
Tendency toward procrastination
Avoidance of areas of weakness or perceived unpleasantness
Negative Attitude Inhibits
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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FAIL: First Attempt In Learning
END: Effort Never Dies
NO: Next Opportunity
FEAR: Face Everything And Rise
Positive Attitude
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Smart Work Vs Hard Work
Smart Work is new mantra in place of Hard Work
Smart Work through ICT
SMART: Specific + Measurable + Achievable + Result Oriented + Time Bound
SMART goals are to be set
Source: https://www.linkedin.com/pulse/hard-work-vs-smart-rao-nabeel/
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Learning Outcomes, Objectives and Mapping
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
24. 24
Two pictures have similar ingredients. Why is only one a salad?
Difference in ingredients’ degree of preparation and integration makes
only one image a salad.
Learning Outcome
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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What do you want the student to be able to do? (Outcome)
What does the student need to know in order to do this well? (Curriculum)
What activity will facilitate the learning? (Pedagogy—learning & teaching)
How will the student demonstrate the learning? (Assessment)
How will the teacher know the student has done this well? (Criteria)
OBE Framework
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Specific and measurable statements of what graduating/current students
should know, be able to do, believe or value after completing the program
Observable behavior (Change)
Learning Outcomes (LOs) are based upon needs of the learner (Personal
Goal) and society (Mission Statements)
Student Learning Outcome
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Statements what the teacher intends for the students to learn and are generally
part of a teacher-centered approach.
What the student will Know and be able to Do or demonstrate as a result of the
learning and are part of a student-centered approach.
Learning objectives may outline the material the TEACHER/FACULTY intends to
cover in the course / Program or the disciplinary questions the class will address
(INPUT).
On contrary, learning outcomes focus on what the STUDENTS know,
comprehend and realistically are able to do by the end of an assignment,
activity, class, or course (OUTPUT).
Student Learning Objective
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Vision and Mission
Program Outcome 1
Course
Outcome 1
Program Outcome 2
Course
Outcome 2
Course
Outcome 3
How LO derived!
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
33. 33
Example
Vision of MIIT---To emerge as one of the top institutions for education, research, and university-
industry linkages in information technology and allied areas in Myanmar, and as an institution of
global repute.
Mission of MIIT---To rapidly evolve into a world class institute with a focus on high-quality education,
research, university-industry linkages, entrepreneurship, and innovation in order to play a key role in
the development of information technology in Myanmar, and the world at large.
B.E. (Honors) in CSE: To provide quality undergraduate and graduate education in both the theoretical
and applied foundations of computer science and train students to effectively apply this education to
solve real-world problems thus amplifying their potential for lifelong high-quality careers and give
them a competitive advantage in the ever-changing and challenging global work environment of the
21st century.
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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HSS C013 Social & Business Etiquette
Few Objectives---Students aim to:
Learn the need for social and business etiquette
Study about various skills required to build one's own personal brand
Think and apply the right skill for a particular situation
Few Outcomes—Students will be able to:
Identify the difference between accepted and not-accepted social behavior
Demonstrate ability to communicate clearly and precisely when presented with a topic
Summarize the benefits of right behavior in social and business events
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
36. 36
Learning Outcomes Teaching and Learning Activities Assessment
Cognitive
(Demonstrate:
Comprehend, Analysis,
Synthesis, Evaluate)
Affective
(beliefs, ideas and attitudes)
Psychomotor
(physical skills)
Lectures
Tutorials
Discussions
Laboratory work
Problem based work
Group work
Seminar
End Exam and MCQ Tests
Essays
Reports on Lab and Project
Work
Interview/viva, Practical
assessment
Poster display, Fieldwork
Presentation, Seminar
Performance, Project work
Assessment
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
37. 37
Mapping
Course Outcome Course Objective 1 Course Objective 2 Course Objective 3 Course Objective 4
CO1 X
CO2 X X
CO3 X X
CO4 X X
Note: Assessment Tools used for mapping need to be highlighted
Course Outcome Tool 1 Tool 2 Tool 3 Tool 4
CO1 X
CO2 X X
CO3 X X
CO4 X X
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
38. 38
ICT tools are common ICT devices, platforms
The devices and tools that are used for learning purpose or entertainment purpose are
examples of ICT tools, such as YouTube; all social media like LinkedIn, Facebook and
Twitter; Blogger sites; Moodle and MIT library; Digital Library of all video lectures; e-
newspapers and many others.
ICT Tools
Source: http://www.eubrasil.eu/en/2015/11/03/eu-brazil-cooperation-on-internet-governance-
and-ict-issues/
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Two courses were taught in last semester namely Sensors, Actuators and Mechatronics (ECE
2040) and Signals & Systems (ECE 3020).
Signals & Systems was taught to students of both Computer Science & Engineering (CSE)
and Electronics & Communication Engineering (ECE).
The total students registered for this course was 110 (55 each from CSE &ECE).
Among major objectives of the course, two of them are: Improving Communication Skill &
Presentation Skill; and Developing ability to correlate the concepts taught into few real time
applications.
One More Example using ICT Tools
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Students were given/assigned a topic for preparing a presentation in group of two
students. The group includes one student each from both CSE and ECE. The group was
not just formed randomly but on the basis of student’s interest level; their different
grades etc.
Each batch has to prepare a power point presentation (PPT) of maximum 15 slides
highlighting main concept, introduction and real time application of the topic.
For example, Fourier Transform has to be explained with introduction; mathematical
background; need; one or two properties; and at least one application such as
“application in remote sensing and satellite imaging”.
Two patterns of submission were suggested.
Contd..
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Pattern of Submission Remarks
Recorded Video: Prepare presentation of around
12 to 15 minutes and record it as Video
(contributing as team not as individual) and
submit.
Most of the students had apprehensions
initially but agreed after encouraging
them.
Skype Presentation: Present online via Skype None of the students had idea about this
mode.
Contd..
The students were interested to present inside the classroom but did not want to do get it
recorded with a fear in mind that they would not be able to do good and people would
laugh at them. This was due to lack of confidence and hesitation.
The assignment was submitted by all the groups except a single batch who agreed for
Skype mode.
This way of assignment was so good that it could bring measurable and observable changes
in students significantly.
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Few groups did wonderful presentation even they never had done before.
Students who never used to talk/interact with other participant of same group, mixed
nicely and attempted presenting the topic as brilliant team member.
Few examples of real time applications were highlighted by the groups that were not
expected, such as describing MIIT as an example of system (the group who got
“Systems” as topic) elaborating all the components as integral part of the system.
Observations
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Good Presentation skill and Communication Skill
Good team work & coordination, Learning attitude to new things and concepts
Realizing weaknesses and having attitude to improve upon (lifelong learning)
Interest developed in students for the course (before this exercise, students sued to say
that Signals & Systems is nothing but full of mathematics)
Contd..
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Generally, assignment was not encouraged since it is considered as “copy-paste-syndrome”; few
students only do and other will copy, BUT the perception of this syndrome changed completely in
this mode of assignment.
Students were wondering initially at the beginning of the course how this type of course could
deliver communication skill or presentation skill.
Second pattern of same assignment was given to the students and suggested that you can present it
via any online tool such as Skype. Students of Myanmar are more than addicted to Facebook but
when Skype was talked about then none of them was aware about Skype as brilliant communication
tool; they were even not knowing about other social media useful for them such as LinkedIn.
Only one batch agreed with lot of confidence building initiatives and persuasion. The group include a
boy and a girl. The boy was always reported as least attentive and careless in the class by almost all
faculty handling that major; girl was very good and sincere but did not participate very actively in
question-answering or interaction.
Contd..
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Few important observations could be considered as brilliant learning outcomes.
1. It “transformed” a boy who could only need encouragement and opportunity
2. The girl was “wonder girl” who did not try to present before
3. The delivery made by both of them was very good
Even after finishing the assignment, in next semesters the girl and many of her friends
started using Skype for communicating to their network (few of corporate people)
regarding their scope and internship opportunities.
Contd..
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
46. 46
ICT Platform/tool Skills that can be developed
YouTube Lectures/Skype
Call
Communication Skill, Presentation Skill, Research based Skill, Listening
Skill, Problem based Learning skill
LinkedIn and Twitter
Reading skills, Networking with people, General awareness about
technology and innovation,
Facebook Networking and Reading Skill, Writing Skill
Blogger
Reading and Writing skill, Connecting the People, Assessment of your
writing and ideas
E-news papers Reading skill, General Knowledge and awareness, Grammar
Many others all combined
and integrated into Smart
Phone
Huge set of skills could be developed just using smart phone as brilliant
ICT tool
Contd..
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Start Speaking, Come out from Inhibitions (Using Phone, Class Room, Video/Voice Call)
Engage in Writing (Using Blogs, LinkedIn, Twitter, Other Social Media)
Develop Listening ability (Using Google play stores, Audio Files)
Read, Read and Read…..(Use e-Newspapers, Magazines)
Watch TV Programmes/Discussion/Debates (Using Phones if TV not accessible)
How to Improve Communication Skills
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
48. 48
Write Blogs (Use any suitable blogger application)
Present yourself (In classroom, Seminar, Skype)
Portray Yourself (Be yourself)
Chat/Converse with Friends/Peers (Use any Video/Voice Messenger)
Record your Presentations/Chat (Seminars, Skype)
(contd..)
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
49. 49
Few examples where students are demonstrating their skill set can be seen in the YouTube channel:
1. https://www.youtube.com/watch?v=kNwOAXA1ZFQ&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=3
2. https://www.youtube.com/watch?v=BD37D2_u92A&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=4
3. https://www.youtube.com/watch?v=YIPLWzcSOlA&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=5
4. https://www.youtube.com/watch?v=BezoSi7uBXQ&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=6
5. https://www.youtube.com/watch?v=A7w3gqzH5yQ&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=8
6. https://www.youtube.com/watch?v=hScbhk4Lg3A&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=10
7. https://www.youtube.com/watch?v=bLkXFoFh5ww&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=7
8. https://www.youtube.com/watch?v=PXrLZ_a-sAs&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=11
9. https://www.youtube.com/watch?v=ClvkLQVYMs4&list=PLDfuoJHH7ozchBtZc-bai8RjOlxE7-xHB&index=12
10. https://www.youtube.com/watch?v=Ebvw_kn6E-0&list=PLDfuoJHH7ozfFqGSV6cEjPYT3mohIt8K2&index=3
Contd..
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
50. 50
I Know What I Know
I Know What I do not Know
I do not Know What I Know
I Know What I Know
Know Yourself
Identify your strengths and weaknesses
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019
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Inspiring Equation
E= mc2
E = Excellence m= Motivation c=Commitment
Example: c= 0.5 (half hearted), E= ¼ & c= 2 (doubly committed), E= 4
Thank you, any queries please!
Mapping Learning Outcomes with Learning Objectives to Achieve Real Impact of Outcome based Education (OBE) G R Sinha UCS Magway July 29, 2019