Linking Learning Outcomes to Undergraduate Degree-Level - - PowerPoint PPT Presentation

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Linking Learning Outcomes to Undergraduate Degree-Level - - PowerPoint PPT Presentation

Sep 20, 2022 96 likes •348 views

Linking Learning Outcomes to Undergraduate Degree-Level Expectations Sandra Cardinal and Theresa Steger S. Cardinal and T. Steger 2014 Learning Outcomes for this Session Participants will: 1. Discuss the range of applications of outcomes-

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SLIDE 1

Linking Learning Outcomes to Undergraduate Degree-Level Expectations

Sandra Cardinal and Theresa Steger

  • S. Cardinal and T. Steger 2014
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SLIDE 2

Learning Outcomes for this Session

Participants will:

  • 1. Discuss the range of applications of outcomes-

based learning models across educational uses.

  • 2. Identify the limitations and challenges inherent

in the outcomes-based model.

  • 3. Sort learning outcome statements to align with

categories of learning.

  • 4. Apply OQF to assess and improve learning
  • utcome statements.
  • S. Cardinal and T. Steger 2014
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SLIDE 3

Outcomes-based Learning

  • Focuses on learners: Describes the results of

learning rather than the inputs of teaching

  • Encourages focus on higher-order cognitive,

psychomotor or affective objectives

  • Has been adopted for a range of applications

across educational jurisdictions and purposes.

  • Fitzgibbon, J. (2014) Toronto: Speaking at ONCAT Conference on behalf of BCCAT)
  • S. Cardinal and T. Steger 2014
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SLIDE 4

Quality Assurance & Improvement

  • Accreditation
  • Credential recognition
  • Demonstration of learning
  • Program evaluation & improvement
  • Certification of graduates
  • Program description against qualifications

framework

  • S. Cardinal and T. Steger 2014
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SLIDE 5

Improvement in Teaching and Learning

  • Sequencing, preparation and progress
  • Reducing curriculum overlaps
  • Aligning courses to program standards
  • Supporting pathway success
  • Describing quality
  • Communicating achievement (students,

faculty, approval/accreditation bodies)

  • S. Cardinal and T. Steger 2014
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SLIDE 6

Credit Accumulation and Transfer

  • Providing a common reference point
  • Establishing equivalency
  • Assessing quality
  • Describing results / outputs
  • Facilitating connections in higher education –

pathways, professional learning, credential progression

  • S. Cardinal and T. Steger 2014
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SLIDE 7

Recognized Issues in Outcomes-Based Model

  • Faculty in some disciplines may resist pre-determined

learning

  • May be criticized as limiting academic freedom or

eroding trust in professional knowledge and judgment

  • May encourage teaching and learning to a minimum

standard

  • Transparency for students may give a simplistic view of

learning and formulaic approaches

  • May devalue responsiveness to individual student

learning goals

  • May limit potential for recognition of unanticipated

learning

  • S. Cardinal and T. Steger 2014
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SLIDE 8

OQF Framework

  • 1. Depth and Breadth of Knowledge
  • 2. Knowledge of Methodologies
  • 3. Application of Knowledge
  • 4. Communication Skills
  • 5. Awareness of the Limits of Knowledge
  • 6. Professional Capacity / Autonomy
  • S. Cardinal and T. Steger 2014
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SLIDE 9

Sorting Exercise

Sort the program learning outcomes in your envelope based on OQF Categories of learning.

  • S. Cardinal and T. Steger 2014
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Questions

  • Are any OQF categories left unaddressed or

under- addressed ?

  • Are any CLO’s ambiguous – seeming to fit into

more than one category?

  • Are there outcomes that are difficult to

measure?

  • S. Cardinal and T. Steger 2014
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SLIDE 11

Depth and Breadth of Knowledge- Examples

  • Terminology
  • Taxonomies
  • Definitions
  • Historical aspects
  • Identification of Theoretical frameworks
  • Key figures and contributions to the field
  • Socio-political factors affecting issues
  • S. Cardinal and T. Steger 2014
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SLIDE 12

Knowledge of Methodologies- Examples

  • Using equipment
  • Employing system or framework
  • Research methods
  • Using formulae
  • S. Cardinal and T. Steger 2014
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SLIDE 13

Application of Knowledge-

  • Analyzing issues
  • Synthesizing information
  • Creating a product
  • Applying a theoretical construct
  • Adapting a concept
  • Solving complex problems
  • Critiquing arguments
  • S. Cardinal and T. Steger 2014
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SLIDE 14

Communication Skills- Examples

  • Reading, writing, listening, speaking
  • Presenting
  • Demonstrating visual literacy
  • Instructing, coaching
  • Contributing
  • Critiquing
  • S. Cardinal and T. Steger 2014
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SLIDE 15

Awareness of the Limits of Knowledge – Examples

  • Self-assessing, reflecting
  • Recognizing the limits of theoretical

explanatory powers

  • Defining and applying scope of practice
  • Seeking lifelong learning opportunities
  • S. Cardinal and T. Steger 2014
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SLIDE 16

Professional Capacity/Autonomy – Examples

  • Cooperating and collaborating
  • Showing initiative
  • Integrating diverse opinions
  • Respecting cultural differences
  • Acting ethically
  • Managing time effectively
  • Creating a professional portfolio
  • S. Cardinal and T. Steger 2014
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Why Align Learning Outcomes with Ontario Qualification Framework?

  • To demonstrate degree level standards at

course and program level

  • To ensure all areas of scholarship addressed
  • To keep the number of learning outcomes to a

manageable number, avoiding duplication within program

  • To develop logical progression of skills and

knowledge in courses and programs

  • S. Cardinal and T. Steger 2014
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SLIDE 18

Why Align Learning Outcomes with Ontario Qualification Framework?

  • To integrate higher-order thinking
  • To design assessment vehicles which measure

intended learning with transparency

  • To create focused class-based activities to

serve intended learning without limiting unanticipated learning

  • To sort course and program learning outcomes

under same categories – assists with mapping, credit transfer, pathways

  • S. Cardinal and T. Steger 2014
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SLIDE 19

Course Learning Outcomes

  • Highly specific to the course learning
  • Clearly aligned with assessment processes and

class learning activities

  • Mapped to program learning outcomes (the

destination) as developmental steps (in the journey)

  • Do not preclude recognition of unanticipated

learning

  • S. Cardinal and T. Steger 2014
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SLIDE 20

Course Learning Outcome Sample

Assess the impact of sound in establishing rhythm, fidelity, space and time in cinema.. Which PLO’s are being supported through this course outcome?

  • S. Cardinal and T. Steger 2014
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Problematic Outcome Statements

The student will:

  • Demonstrate understanding of all content

covered in the course.

  • Recognize the need for class punctuality.
  • Learn the types of lighting techniques

commonly used in modern video-making.

  • Know the steps involved in researching an

essay topic.

  • S. Cardinal and T. Steger 2014
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SLIDE 22

Active, Measurable Verbs

  • Handout for your use
  • Assume all dividing lines on the charts are

blurred

  • Taken from Bloom’s and other taxonomies
  • Address cognitive, psychomotor and affective

domains

  • Includes verbs from digital realm (in italics)
  • S. Cardinal and T. Steger 2014
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SLIDE 23

Learning Outcomes for this Session

Participants will:

  • 1. Discuss the range of applications of outcomes-

based learning models across educational uses.

  • 2. Identify the limitations and challenges inherent

in the outcomes-based model.

  • 3. Sort learning outcome statements to align with

categories of learning.

  • 4. Apply OQF to assess and improve learning
  • utcome statements.
  • S. Cardinal and T. Steger 2014