ICT role in 21st century education and it's challenges.
Norsu penaso outcomes based syllabus design
1. ANTHONY M. PENASO, PhD, DSc, EdD, DM, DPA
Vice President for Academic Affairs
& Dean, Graduate School
Central Mindanao University
Musuan, Bukidnon
SEMINAR-WORKSHOP
ON OUTCOMES-BASED
SYLLABUS DESIGN,
TEST CONSTRUCTION
AND ITEM ANALYSIS
NEGROS ORIENTAL
STATE UNIVERSITY
JULY 15-16, 2013
Dumaguete City
2.
3. A syllabus is a legally-binding contract
between the instructor and the student.
4.
5. The syllabus should present this information
in a way that is
13. OBE
(Education)
OBC
(Curriculum)
What the studentWhat the student
should achieve?should achieve?
OBLT
(Learning &
Teaching)
OBA
(Assessment)
How to make the
student achieve the
outcome?
How to measure what
the student has
achieved?
The ProcessThe Process
FlowFlow
14. CONTENT-BASED
LEARNING SYSTEM
OUTCOMES-BASED LEARNING
SYSTEM
Passive students Active learners
Assessment process –
exam and grade driven
Continuous assessment
Rote learning Critical thinking, reasoning,
reflection and action
Content based/broken
into subjects
Integration knowledge, learning
relevant/ connected real life
situations
Textbook/worksheet
focused & teacher-
centered
Learner-centered and educator/
facilitator use group/ teamwork
Content Based Learning Versus
Outcomes Based Learning
(Source: Spady, 1994)
15. CONTENT-BASED
LEARNING SYSTEM
OUTCOMES-BASED LEARNING
SYSTEM
See syllabus as rigid
and non negotiable
Learning programs seen as guides
that allow educators to be
innovative and creative in designing
programs/ activities
Teachers/trainers
responsible for learning
- motivated by
personality of teacher
Learners take responsibility for their
learning, learners motivated by
constant feedback/ affirmation of
worth
Emphasizes what
teacher hopes to
achieve
Emphasizes outcomes – what
learner becomes & understands
Content placed in rigid
time frames
Flexible time frames - learners work
at own pace
16. Outcomes Based Principles
(Source: Spady, 1994; Killen, 2000)
OBE Principles Explanation Application to practice
Clarity of focus Focus on what
learners should be able
to do successfully
Help learners develop
competencies
Enable predetermined significant
outcomes
Clarify short & long term learning
intentions
Focus assessments on significant
outcomes
Design down Begin curriculum
design with a clear
definition of the
significant learning
that learners are to
achieve by the end of
their formal education
Develop systematic education
curricula
Trace back from desired end
results
Identity “learning building blocks”
Link planning, teaching &
assessment decisions to
significant learner outcomes
High
expectations
Establish high,
challenging
performance standards
Engage deeply with issues on
learning
Push beyond where normally have
gone
Expanded
opportunities
Do not learn same
thing in same way in
same time
Provide multiple learning
opportunities matching learner’s
needs with teaching techniques
17.
18. Jason L. Frand, “The Information-Age Mindset: Changes in Students and Implications
for Higher Education,” Educause Review 35(5): 14-24, Sept.-Oct. 2000.)
24. PLANNING
YOUR SYLLABUS
1. Develop
a well-
grounded
rationale
for your
course.
2. Define and
delimit
course
content
4. Structure
your students’
active
involvement
in learning
3. Decide on
desired learning
outcomes and
assessment
measures
5. Identify
and assemble
resources
required for
active
learning
34. PLANNING
YOUR SYLLABUS
1. Develop
a well-
grounded
rationale
for your
course.
2. Define and
delimit
course
content
4. Structure
your students’
active
involvement
in learning
3. Decide on
desired learning
outcomes and
assessment
measures
5. Identify
and assemble
resources
required for
active
learning
37. 3. Decide on
desired learning
outcomes and
assessment
measures
Examples of learning outcomes, in addition to
the conceptual knowledge and technical skills
of a discipline or field:
38.
39. [Kurfiss (1988) pp. 9-10 of Judith Grunert, The Course Syllabus.
Boston: Anker, 1997.]
43. Decide on a mix of strategies to use to
shape basic skills and procedures, present
information, guide inquiry, monitor
individual and group activities, and
support and challenge critical reflection.
The strategies you choose must fit with
the outcomes you hope to achieve.
4. Structure
your students’
active
involvement
in learning
46. 2. What an outcomes-based syllabus includes in
addition to this basic information:
47. 47
Creating an Objective-based Syllabus
Danielle Mihram, Director
Center for Excellence in Teaching
University of Southern California
Outcome Based Education (OBE)
Puan Dalmataksiah Binti Mohd Zain
ACKNOWLEDGMENTS
(to communicate in a comprehensive manner what the expectations are for your course): Define students responsibilities Define instructor’s role and responsibility to students Establish standards and procedures for evaluation Acquaint students with course logistics (particularly as we include more group work and out of class experiences) Establish a pattern of communication between instructor and students Include difficult to obtain materials such as readings, complex charts, and graphs.
