Transcript PTD712S_Presentation1x

Programme Design and Development
LEARNING OUTCOMES
 Explain main elements of OBET
 Formulate a purpose statement
 Formulate learning outcomes
 Classify learning outcomes in terms of taxonomy for teaching,
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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
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.
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
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)
Outcome – based curriculum design
Contd.
 In OBET, curriculum to adhere to specific requirements to
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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
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)
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
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.’’
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
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)
What is an outcome?
 Clear learning results that students should demonstrate at
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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.’’
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.
Requirements of outcomes contd.
 The verb; indicates activity to take place and nature of
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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
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
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.
Two types of outcomes
 Critical outcomes
- Macro or overarching outcomes (Cross field outcomes)
- Indicate intended results of education and training in a broad
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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
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
Two types of outcomes
 Specific outcomes
- Express narrowly defined aspects of learning
- Often outcomes required for a course or programme drawing on
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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
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
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)
Bloom’s Taxonomy
 Useful-allows trainers to decide what level of skills learners
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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
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)
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)
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)
The Affective area
 Emphasises the student’s attitudes, feelings, values and
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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
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
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
Anderson-Krathwohl’s taxonomy
 More recent known as taxonomy for teaching, learning and
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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?
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
Grid of cognitive processes and action
verbs for outcome statements
Cognitive
Process
What students are required to do Examples of outcome verbs
Remember
Retrieve knowledge from long term
memory
Recognise, recall, define, describe,
identify, list, match, select, state,
reproduce
Understand
Build meaning from information and
concept
Paraphrase, interpret, give
examples, classify, summarise,
infer, compare, discuss, explain,
rewrite, extrapolate, translate
Apply
Carryout a procedure/use a technique. Change, demonstrate, predict,
Applying a procedure/determining
relate, show how, solve, determine,
procedure to use.
employ.
Analyse
Separate 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
Evaluate
Make judgments based on
criteria/standards
Comment, check, criticise, judge,
critique, discriminate, justify,
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
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
Types of knowledge and examples
 Knowledge type – procedural knowledge (knowledge of how
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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
ExamplesSkills 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
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
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