Programme Design and Development LEARNING OUTCOMES Explain main

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, 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

0 verview �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 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? �Clearning 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. ’’

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 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 achievedthe 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,

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

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 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

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 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 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 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

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 What students are required to Examples of outcome Process do verbs Rememb er Retrieve knowledge from long term memory Recognise, recall, define, describe, identify, list, match, select, state, reproduce Understa nd 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. Applying a procedure/determining procedure to use. Change, demonstrate, predict, relate, show how, solve, determine, 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

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 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

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