he project aims to try out the concept of “Outcome Based Learning” (OBL) in the cores and electives of professional studies in the Institute. The concept of OBL was not new and often used in the primary and secondary sectors but rarely used in tertiary sector. In the face of the New Senior Secondary CurriculumContinue reading “The Implementation of Outcome-based Learning: Implications for Learning in Higher Education”

The project aims to evaluate the impact of the implementation of outcome-based learning (OBL) on student learning outcomes. A historical control group design was used. Quantitative and qualitative data were collected. Prior to the introduction of OBL, students of three modules offered by EPCL taught in the traditional mode were requested to complete pre- andContinue reading “Evaluation of Outcome-based Learning”

The needs of qualified Putonghua kindergarten teachers were increasing in Hong Kong (Zhang & Zhang, 2006; Hu, 2009). However, few studies or projects had focused on preparing Putonghua teacher’s education for pre-primary institutions. The results of a pre-survey in a course of Early Experience in Putonghua indicated four main challenges that pre-service teachers have encountered:Continue reading “Developing a Blended Learning Approach for Teachers in Early Experience in Putonghua Module using an OBL Approach”

This project focused on developing faculty capacity in using problem-based learning as an instructional method for teaching within the framework of Outcomes Based Learning (OBL). To date, instructors may perceive the implementation of OBL as a top-down initiative that will constrain their degrees of freedom and creativity in teaching. In part, this perception comes fromContinue reading “Faculty Development in PBL as a Vehicle for OBL”

Outcomes based learning (OBL) is a strategic imitative of the Institute. It is linked to the planning for 334 where University Grants Committee (UGC) has required that all higher education Institutions develop their new curriculum in line with the principles of OBL. The Institute has made considerable progress on this matter with seminars, workshops, consultantsContinue reading “Outcomes Based Assessment for New Learning”

The assessment of learning outcomes was a key issue for OBL learning initiative. There were two dimensions to the assessment issue: reporting publicly on student learning at the end of their programmes and providing feedback to students on the progress they made in their learning. Thus assessment must serve both formative and summative purposes. InContinue reading “Outcome Based Assessment for New Learning”

This TDG project comprised 4 stages. First, feedback from teaching colleagues and students on the first pilot Outcome Based Learning (OBL) embedded module in Semester 1 of 2009-2010 was reviewed. This was then followed by the development of OBL teaching in a teaching-related module and an academic studies module in semester 2 of 2009-2010. TheContinue reading “Strategic Development and Implementation of OBL Modules in General Studies and Liberal Studies”

The main aim of this project was to conduct a pilot study to review existing Field Experience (FE) modules to bring them in line with the Outcome Based Learning (OBL) format and mapped to the Institute’s missions in terms of the 4Cs and generic learning outcomes. As the choice of outcome indicators is critical toContinue reading “Outcomes Based Assessment for Field Experience Modules: A Pilot Study”

HKIEd was moving into the 334/335 curriculum and a more student-centered and outcomes-based approach. Research into students’ perceptions of outcomes would significantly contribute to outcomes construction, review, and refinement, and increase alignment of teaching, learning, and assessment with student-centered institutional quality enhancement. The current trend in outcomes-based teaching, learning, and assessment focused on a curriculumContinue reading “Student Perspectives on Outcomes: Insights for Course Development within OBL and 335 Frameworks”