1. Programme Design and Development

2. LEARNING OUTCOMES Explain main elements of OBET Formulate a purpose statement Formulate learning outcomes Classify learning outcomes in terms of taxonomy for teaching, learning and assessment Select appropriate content for a programme Sequence content Discuss requirements of training programme planning Discuss factors affecting course development Explain principles and steps in the development of a competency based training programme

3. 0verview Exploration of requirements for design and development of learning programme Learning programme is a purposeful and structured set of learning experiences Learning programme is designed to allow students to achieve pre-specified exit level outcomes LP defined as ‘’a coherent combination of units of learning expressed in out-come based format leading to one or more qualifications serving an academic or vocational purpose.

4. Overview Contd. LP defined as ‘’a combination of courses, modules or units of learning, learning support materials and methodology by which students can achieve specified learning outcomes.’’ Coetzee (2012) Focus of the unit- requirements OBE, formulation and classification of learning outcomes, selection of content, the sequencing of learning, requirements of training programme planning, and factors influencing course development

5. Outcome –based curriculum design Curriculum – plan for process of teaching and learning A result / follows TNA phase design of LP Simply process of determining learning outcomes; deciding content to be covered; in what sequence to expose students to content Includes assessment of methodology; instructional methods/techniques and media to use (learning facilitators/aids)

6. Outcome – based curriculum design Contd. In OBET, curriculum to adhere to specific requirements to fulfill the NQF requirements Curriculum in OBE to: - Determine purpose of LP/Course based on NA - Analyse needs of students - Choosing and using unit standards - Formulating learning outcomes - Grouping learning outcomes into modules - Selecting content, subject supporting attainment of learning outcomes and sequencing of content

7. Outcome – based curriculum design Contd. Deciding the learning activities, methods and media Planning how to carry-out assessments Planning how to evaluate overall impact of programme - Outcome based learning- based on achievement of an outcome as end result of learning through mastery of SKA and processes - Curriculum process starts with intended outcomes and the outcomes are used as points of departure for rest of the Learning Programme (LP)

8. Purpose statement Is concise statement of why course exists Also explains what students must achieve to satisfy programme requirements Explains environment under which students learn Indicates the level of expertise the individual requires Purpose derived from the unit standard or the description of a particular job or task or training need determined

9. Example of purpose statement ‘’This course provides the student with the knowledge and skills to enable him or her to make garments from commercial patterns, body measurements and converted commercial patterns.’’ ‘’To provide students with the knowledge, understanding, skills and dispositions that they need to develop functional business plans for small to medium enterprises.’’

10. Essence of OBE Focusing and organising everything around what is important for all the students to be able to successfully do at the conclusion of the learning experience Means starting with a clear picture of what is important for students to do; Then organising curriculum, instruction and assessments to ensure learning happens

11. What is an outcome? An end product of a learning process Includes social, personal skills Learning how to learn, concepts, knowledge, understanding, attitudes, values etc. Defines the result students must achieve through learning opportunities (SKAs, competences) In OBE students to demonstrate an achievement of an outcome as well as process followed (Olivier)

12. What is an outcome? Clear learning results that students should demonstrate at end of learning process Results of what students can actually do with what they know and have learned Are tangible applications of what has been learned (Spady) Are the learning results we desire from students that lead to culminating demonstrations These results and their demonstrations occur at or after the end of a significant learning experience Outcomes are what students can actually do with what they know and understand.’’

13. Requirements of outcomes Outcomes to be defined according to actions or demonstration process required learning experiences Observable /action verbs to be used in defining outcomes E.g. to produce, count, measure, bake, design, calculate, read etc. Not to ‘’know,’’, remember, believe, understand etc.

14. Requirements of outcomes contd. The verb; indicates activity to take place and nature of outcome; verb to describe end result Verb to indicate behaviour observed and that can be measured E.g. develop a business plan; calculate the area of a circle; build fowl-run, bake a cake etc The noun /object indicates what is to be achieved-the issue to be addressed Modifying phrase or qualifying phrase-indicates the scope, dimensions and methodology to be used; e.g. baking a cake using a recipe, stove and ingredients

15. An outcome’s characteristics Can be demonstrated Can be evaluated Supported buy range of learning experiences and capabilities Comprises procedural steps, e.g. preparation, performance and conclusion, interacting and assessment Specified by clearly formulated indicators and assessment criteria Observable as end product of learning experience

16. Phrases to begin learning outcome As result of the learning, student should be able to … - Count from 1 to 100 - Calculate the area of a rhombus - Bake wedding cases using the given recipes and ingredients - Sing songs using learnt notes - Cut pieces of cardboard to the given measurements/specifications etc. Be careful on the choice of verb as it impacts on what is to be measured or assessed Many verbs are available; describe, illustrate, construct, solve, analyse, list, arrange, decorate, etc.

17. Two types of outcomes Critical outcomes - Macro or overarching outcomes (Cross field outcomes) - Indicate intended results of education and training in a broad macro sense - Are linked to national goals and aims to be achieved - They are generic and linked to all learning areas - Critical for development of lifelong learning - Intended to direct thinking of policy makers, curriculum designers and facilitators of learning and students

18. Two types of outcomes Components described by critical outcomes: - Communication skills - Problem solving skills - Interpersonal skills - Organisational skills - Research skills - Technological literacy skills - System thinking skills

19. Two types of outcomes Specific outcomes - Express narrowly defined aspects of learning - Often outcomes required for a course or programme drawing on specific knowledge and skills, displayed in particular context - Express results of narrowly defined aspects of learning required for that particular course or programme - The outcomes are unique to that programme - They describe the significant skills, knowledge and attitudes to be demonstrated by learners at the end of learning - Students to demonstrate these outcomes in a specific context, e.g. on the job

20. Further description of specific outcomes Competence to be demonstrated by students in particular area of learning Basis of assessing progress of students and effectiveness of learning processes and programmes Basis of selecting subject matter needed to achieve outcomes Basis for selecting cognitive learning items and technical skills to enable learners to achieve outcomes together with assessment criteria linked to credits and qualifications

21. Taxonomies of learning Outcomes not the same Some refer to simple ideas Others to complex ideas Others require low levels of skills; others higher levels Some need small changes in attitude; some big changes ( A way of classifying learning outcomes –Bloom’s Taxonomy and Anderson-Krathwohl’s Taxonomy)

22. Bloom’s Taxonomy Useful-allows trainers to decide what level of skills learners to achieve Learning outcomes divided into cognitive, affective and psychomotor areas Cognitive area - Learning involves recalling - Learning involves recognising facts and developing cognitive abilities and skills

23. Levels of learning ranging from the simple to the complex The knowledge level-remember material by recalling ideas (Outcome start with ‘’list, name, define, label, select, state, describe, identify) The comprehension level-student ability to understand the meaning of learning material tested. More than recalling is required (verbs used to construct outcomes; describe, convert, illustrate, distinguish, interpret, discuss, give examples, summarise) The Application level-ability of student to apply knowledge to situations. Application of laws, rules, theorems etc. ( verbs-calculate, demonstrate, construct, solve, show, apply)

24. Levels of learning ranging from the simple to the complex The Analysis level-involves ability to break down learning material into its component parts to clarify the nature of the total structure. Imply identification of parts, analysis of relationship between parts, recognising the principles according to which parts /elements are organised (verbs-analyze, categorise, classify, differentiate, relate, compare, discriminate) The Synthesis level-entails putting parts and elements together to form a new whole; student to produce unique communication; student to identify relationships between concepts, and integrate them into a new and logical whole. Student to act creatively unlike in other levels (verbs-plan, adapt, combine, create, compile, establish, compose, construct, model, revise, design, develop, formulate and organise)

25. Levels of learning ranging from the simple to the complex The Evaluation level-student t evaluate learning material by means of given external criteria or their own internal criteria; student shows this ability if able to indicate among other things, the logical consequence of learning material, evaluate the advantages and disadvantages of a theory and determine to what extent a theory meets the requirements of a sound theory (verbs-assess, judge, criticise, rate, argue, justify, evaluate, decide, recommend, conclude)

26. The Affective area Emphasises the student’s attitudes, feelings, values and emotions Affective area also classified into a hierarchy: - First and lowest level- student passively receives a stimulus; stimulus develops to a point where the student pay minimal attention to it - The second level -not only does the student react to the stimuli, he/she also enjoys reacting to it - The third level - student attaches particular value to the activity or phenomena causing him /he reacts voluntarily to increase participation in the activity

27. Classifications of the affective area The fourth level – the student conceptualizes each value to which he/she responded by forming characteristics and evaluating the matter The last highest level –the student organizes his or her values into a system which a characterization of the student

28. The Psychomotor area Deals mainly with physical skills Learning outcome entail manipulation of object Concerned with activities that require neuro- muscular coordination Psychomotor objectives used at career-oriented industrial training sessions; e.g. centers where artisans are trained

29. Anderson-Krathwohl’s taxonomy More recent known as taxonomy for teaching, learning and assessing It’s a revised taxonomy Based on 4 questions fundamental to teaching; - What important things should students learn? - How can instruction be planned and delivered so that high levels of learning are achieved by students - What assessment instruments and procedures will provide accurate information about how well students are learning? - How can trainers ensure that outcomes, instruction and assessment are aligned with one outcome?

30. Focal point of OBE The alignment of outcomes, teaching strategies and assessments The revised taxonomy allows trainers to achieve this alignment The revised taxonomy has many features of Bloom’s Taxonomy

31. Grid of cognitive processes and action verbs for outcome statements Cognitive Process What students are required to doExamples of outcome verbs RememberRetrieve knowledge from long term memory Recognise, recall, define, describe, identify, list, match, select, state, reproduce UnderstandBuild meaning from information and concept Paraphrase, interpret, give examples, classify, summarise, infer, compare, discuss, explain, rewrite, extrapolate, translate ApplyCarryout a procedure/use a technique. Applying a procedure/determining procedure to use. Change, demonstrate, predict, relate, show how, solve, determine, employ. AnalyseSeparate information into parts /determine how the parts relate to each other /how they relate to an overall purpose /structure Analyse, compare, contrast, organise, distinguish, examine, illustrate, point-out, relate, differentiate, organise, attribute EvaluateMake judgments based on criteria/standards Comment, check, criticise, judge, critique, discriminate, justify, interpret, support. CreatePut elements together to form a coherent /functional whole/reorganise elements into a new pattern. Combine, design, plan, rearrange, reconstruct, rewrite, generate, produce

32. Types of knowledge and examples Knowledge Type-Factual knowledge (Basic knowledge required to work in discipline) Sub-type – Knowledge of terminology / Knowledge of specific details Example – symbols for chemical elements / names of parts of a machine

33. Types of knowledge and examples Knowledge type – Conceptual knowledge (knowledge of how things are related) Subtype – knowledge of classifications and categories - knowledge of principles and generalizations - knowledge of theories and, models and structures Examples – types of Western music; forms of business ownership - Newton’s laws of motion; Pythagoras theorem - Theory of evolution; information processing model and cognition

34. Types of knowledge and examples Knowledge type – procedural knowledge (knowledge of how to do things) Subtype- knowledge of subject-specific skills and algorithms - Knowledge of subject specific techniques and methods - Knowledge of criteria for determining when to use specific procedures Examples- - Skills for drawing house plans; algorithm for multiplying fractions; skills to strip and rebuild an electric motor - Interviewing technique; scientific method of enquiry - Criteria of when to use a procedure etc

35. Types of knowledge and examples Knowledge type – Meta-cognitive knowledge (Knowledge of cognition in general, and awareness of one’s own cognition and how to control one’s thinking processes) Subtypes- strategic knowledge/ knowledge about cognitive tasks/self knowledge Examples – knowledge of flowcharting as a way of showing relationships / knowledge of the cognitive demands of particular tasks; knowledge of ways in which understanding is typically tested by teachers or trainers / awareness of one’s own knowledge level; knowledge of one’s personal strengths and weaknesses in learning tasks

36. Applying the taxonomies Three steps to follow Step 1- Map and position each outcome onto taxonomy and answer 2 questions ‘’ What type of cognitive processes does the outcome require?’’ and ‘’ What type of knowledge will learners be dealing with when demonstrating the outcome?’’ Step 2- Select the instructional procedures- If outcome requires factual information, direct teaching and drill and practice used Step 3: Decide appropriate assessment procedure-can ask learners to list; compare; create etc depending outcome