OBTL for SCM Linda Lai November 2005. Shifts Teacher-centred Education to Student-Centred Education Constructive Alignment attributes of an ideal graduate.

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Presentation transcript:

OBTL for SCM Linda Lai November 2005

Shifts Teacher-centred Education to Student-Centred Education Constructive Alignment attributes of an ideal graduate of CityU ↓ intended learning outcomes in the program ↓ intended learning outcomes for students in a course

OBTL (outcome-based teaching & learning) A teaching delivery system Described in the form of a curriculum Curriculum topics described as the outcomes students should acquire Effectiveness of teaching to be assessed via confirmation of those outcomes Encourage students to be self-conscious of their own learning approach Encourage students to engage in deep learning, i.e. students should focus on meaning and use strategies that help them embrace underlying structures that gives the facts their meanings…

Learning Objectives – different levels DLO’s – Desirable Learning Outcomes university and general level ILO’s -- Intended Learning Outcomes program & course level ULO’s – Unintended Learning Outcomes things that a student learns which are not intended but are desirable

ILOs (intended learning outcomes) Statements of what students are expected to be able to do as a result of engaging in the learning process (studying a course/programming). Expressed from the students’ perspective. Expressed in the form of action verbs leading to observable and assessable behavior. Related to criteria for assessing student performance.

ILOs – different levels DLO’s – Desirable Learning Outcomes university and general level ILO’s -- Intended Learning Outcomes program & course level ULO’s – Unintended Learning Outcomes things that a student learns which are not intended but are desirable

ILOs – assessment Different levels of achievement should be identified before assessing intended and desirable outcomes Assessment should also make provisions for students to demonstrate their achievement of unintended but desirable learning outcomes, e.g. assessment by portfolio

Designing ILOs What to teach (declarative or functioning) Topics to be taught Levels of understanding expected to achieve for different topics Ensure understanding and agreement of ILOs within the teaching team + other relevant parties, e.g. External Reviewer Communicate ILOs to students

Levels of Understanding The SOLO Taxonomy (Biggs & Collis 1982) [Structure of the Observed Learning Outcome] Prestructural Unistructural Multistructural Relational Extended Abstract

Designing ILOs 1. For each existing course document, identify areas for improvement. 2. Rewrite the ILOs as appropriate. Course ILOs: On completing the course, students should be able to: - Content areaLevel of understanding

Action verbs Unistructural Identify, name, state (a principle) Multistructural Classify, combine, describe, elaborate, give an account of, list Relational Analyze, apply, argue, compare & contrast, criticize, discuss, explain, justify, relate, solve problem Extended abstract Create, formulate, generate, hypothesize, reflect, theorize

Action verbs Examples of vague verbs (from OBTL workshop): Appreciate Become aware of Familiarize with Know Learn about Understand Suggestions: make these verbs manifest themselves in terms of change of behavior or performance.