scholarly journals Learning (About) Outcomes: How the Focus on Assessment Can Help Overall Course Design

2011 ◽  
Vol 41 (2) ◽  
pp. 44-61
Author(s):  
Richard S. Ascough
Keyword(s):  
Learning Outcomes ◽  
Teaching Effectiveness ◽  
Course Design ◽  
Program Assessment ◽  
University System ◽  
Post Secondary ◽  
Case Writing ◽  
Course Outcomes ◽  
Key Aspects ◽  
The University

The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of “learning outcomes” and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Writing learning outcomes has a number of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push towards using “learning outcomes,” and introduces a tripartite nomenclature for distinguishing between course “outcomes,” “outputs,” and “objectives.” It then outlines a process for instructors to use these three categories to develop and design courses that meet institutional assessment demands while also improving overall teaching effectiveness.  

scholarly journals Development of an ERP System Design Course to Improve Students' Learning Outcomes

2021 ◽  
Vol 16 (12) ◽  
pp. 276
Author(s):  
Basma Alharbi
Keyword(s):  
Life Cycle ◽  
System Design ◽  
Open Source ◽  
Learning Outcomes ◽  
Course Design ◽  
Positive Impact ◽  
Erp System ◽  
Improved Learning ◽  
The University ◽  
System Selection

This paper describes the design and evaluation of an ERP system design course, which utilizes experiential learning theory along with open ERP sys-tem to provide the students with a holistic and cost-free learning environ-ment. The objective of the course is to familiarize students with the ERP se-lection and implementation life-cycle. When designing the pedagogical framework, the goal was to help students, especially those with little to no working experience to acquire the necessary knowledge, and develop the practical technical experience. Additionally, it was necessary to help students appreciate the depth and issues involved in the ERP system selection and implementation life-cycle. Lectures, case discussions, system demos with interactive labs, and group projects were used all together to enable in depth learning of the proposed topics. We focus on open source ERP system to provide the students with the required hands-on experience, and also to demonstrate that such approach can be utilized even by low resource universities. This paper includes details of the proposed framework. The proposed framework was taught and evaluated in a 1-semester graduate level course at the university of Jeddah, in Jeddah, Saudi Arabia. The course design was in-directly assessed using a survey, and the results revealed the positive impact that the proposed framework had on students’ learning outcomes. The results of the assessment support that experiential based learning using open source ERP systems can lead to improved learning outcome.

scholarly journals Curriculum creation: Reflection as a tool for enhancement

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Cameron J. Harris ◽  
Jackie D. Brown
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
University Environment ◽  
Curriculum Creation ◽  
Course Outcomes ◽  
Past Experiences ◽  
The University ◽  
Required Courses

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

Iterative Live Case Projects

2018 ◽  
Vol 4 (4) ◽  
pp. 334-343
Author(s):  
David M. Hunt ◽  
Kirk Smith
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Learning Experience ◽  
Iterative Learning ◽  
Multiple Sources ◽  
Knowledge And Skills ◽  
Classroom Activities ◽  
Key Aspects ◽  
Summative Feedback ◽  
Problem Solving Task

Classroom methods that facilitate student learning from iteration have received little attention from scholars. Iterative learning requires students to repeat a problem-solving task in new contexts each time applying lessons from previous applications. Iterative learning formats improve students’ learning outcomes and help instructors ensure that knowledge and skills learned in the classroom transfer to other contexts. This article describes the sequential use of three live case projects as a method to deliver an iterative learning experience. Providing students both formative and summative feedback from multiple sources and designing assignments and classroom activities to accommodate 4-week project cycles are key aspects of implementing iterative projects. Instructors in a broad range of managerial courses can adapt this course design to achieve similar significant learning outcomes.

scholarly journals Investigating Alignment in a Quantitative Literacy Course for Social Sciences Students

Numeracy ◽  
2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Vera Frith ◽  
Pam Lloyd
Keyword(s):  
Social Sciences ◽  
Learning Outcomes ◽  
Student Performance ◽  
Quantitative Information ◽  
Quantitative Literacy ◽  
Literacy Course ◽  
Course Outcomes ◽  
University Of Cape Town ◽  
The University ◽  
Ongoing Monitoring

The Numeracy Centre at the University of Cape Town has taught a one-semester quantitative literacy course for social sciences students since 1999. This study aims to provide an example for how the design of such a course can be assessed for alignment with quantitative reasoning goals. We propose a framework of learning outcomes for the course and use that framework to analyse the assessments and student performance on them. We find that just under half of the overall mark for the course was devoted to the interpretation and communication of quantitative information (our “main” outcomes), and about a quarter was devoted to the performing of calculations. The analysis revealed that statistics outcomes were under-represented in the make-up of the overall course mark, and assessment of these outcomes was restricted almost entirely to the two final examinations. The results of the analysis of the alignment between outcomes and assessment are useful to inform discussions about changes to the course curriculum. The analysis of student performance on the different outcomes provides insights which are useful for informing improvements to our teaching approach. The analysis demonstrates a relatively straightforward procedure that can be used or adapted by researchers in other institutions for ongoing monitoring of alignment between course outcomes, teaching, and assessment.

scholarly journals Graduate Attributes: Intentional Mapping and Assessment Portfolios

2011 ◽  
Author(s):  
Peter Wolf ◽  
Warren Stiver
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
White Paper ◽  
Current Status ◽  
Program Leaders ◽  
Graduate Attributes ◽  
Faculty Input ◽  
Course Outcomes ◽  
Undergraduate Programs ◽  
The University

In 1987, the University of Guelph introduced Learning1. CurricKit Outcomes Mapping has been created to support intentional curriculum development through aggregating faculty input on course outcomes to a program perspective.2. Progression Maps have been created to aid in the visualization of a program’s curriculum structure, through courses, semesters and program years3. A Portfolio System has been developed to permit student, educator and program portfolios to be built. These portfolios allow for reflection and for assessment of learning outcomes based on the artefacts of student work.This presentation will share current status and Guelph’s visions for the future - a future in which every student has a learning outcomes based portfolio and every program has an intentional curriculum map and a program level portfolio.By the end of this session, participants will be able to:• Describe the processes and tools being used at the University of Guelph,• Consider how to apply or adapt them for use in theirObjectives for all of its undergraduate programs. In 2004, the NSERC Chairs in Design Engineering released a white paper on Engineering Design Competencies. In 2009, the Province of Ontario mandated University Undergraduate Degree Level Expectations (UUDLEs). And finally, in 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing and assessing progress towards twelve graduate attributes. These initiatives are based on an outcomes philosophy towards curriculum development that is distinctly different from our historical, and still common, inputs based approach. Success in a learning outcomes approach relies on engaging students,educators and program leaders and is data-informed, educator- and student-driven, intentional and assessed. Guelph has been developing a combination of tools and processes to advance learning outcomes pedagogy:local context.

Paris Message: One University’s Response

2021 ◽  
pp. 002205742110545
Author(s):  
Richard Allan Bair ◽  
Rebecca MacMillan Fox ◽  
Beth Teagarden Bair
Keyword(s):  
Course Design ◽  
Significant Rise ◽  
Academic Disciplines ◽  
Online Learners ◽  
Call To Action ◽  
Post Secondary ◽  
Current State ◽  
Policies And Procedures ◽  
The University ◽  
And Training

This article looks at the projections on the current state of the world’s post-secondary education and a prediction of what will need to be addressed and in place by 2030, in order to prepare for a significant rise in student enrollment. UNESCO presented governments and higher education institutions with a call to action to implement policies and procedures to provide accessible, equitable, and quality education via digital technology. This paper discusses the various actions the University of Miami put in place as a global provider of education and training to all learners including transitioning to micro-credentials, cultural understanding workshops, course design for academic disciplines, and engaging adult online learners.

scholarly journals Implementing a cross-course design for online international exchange in geography courses

2020 ◽  
Vol 3 ◽  
pp. 59-72
Author(s):  
Leonieke Bolderman ◽  
Peter Groote ◽  
Euan Hague ◽  
Jellina Timmer ◽  
Hanneke Boode ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Course Design ◽  
International Exchange ◽  
Management Skills ◽  
Intercultural Awareness ◽  
Self Reflection ◽  
The Usa ◽  
The University ◽  
Student Reflections

In 2017, the University of Groningen (UG) in The Netherlands and DePaul University in the USA (DePaul) connected undergraduate students in geography courses using an Online International Exchange (OIE) assignment involving videoconferencing. Whereas many international OIE projects are designed on joint alignment principles connecting similar courses and developing similar aims and assignments, this project had a cross-course setup with diverging learning outcomes. In the UG course, OIE was a pretravel activity primarily aimed at developing disciplinary skills. DePaul implemented OIE as an intercultural awareness assignment. Through reflection on the design process and thematic analysis of student reflections, we conclude that the OIE introduced students in the DePaul course to international perceptions and encouraged self-reflection, whilethe OIE stimulated disciplinary skills and introduced intercultural awareness to the UG course. Moreover, OIE stimulated cross-cultural project management skills, increasing awareness of differing educational and urban contexts and thereby training the students in global citizenship. Therefore, this cross-course OIE shows that adapting OIE design to local curricular needs using pre-existing courses can enhance and deepen disciplinaryspecific learning outcomes through cross fertilization, and may create unexpected new learning outcomes. This expands the potential application and benefits of OIE for the internationalization of higher education.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Mahmud Alpusari
Keyword(s):  
Initial Data ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Simple Experiment ◽  
Competency Based ◽  
Basic Concepts ◽  
Using Data ◽  
The University ◽  
Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document