Abstract:
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, consultants etc. The key issue facing all Departments, however, was how to implement OBL at the course level. The project consisted of two parts:
The incorporation of OBL into selected courses in all Departments in Faculty of Education Studies (FES) and trailing in Semester 1.
Sharing of results and dissemination of good practice in Semester 2.
The adoption of both a qualitative and quantitative approach to student assessment provided both efficiency and quality in student assessment and enabled the Institute to meet its obligation both to students and to the community.
Code:
3334
Principal Project Supervisors:
Subjects:
Start Date:
01 Aug 2009
End Date:
15 Apr 2011
Status:
Completed
Result:
The project benefited the Faculty in the following ways:
Colleagues shared their findings, perceptions and thought about the OBL approach in teaching via Faculty and Departmental seminar during the project period. Involved colleagues have a lot of reflection in teaching, and an increased dialogue with their peers about teaching and learning. This promoted the team work in individual department.
Students were benefited in the trial courses. Very good evaluation results were obtained from students. It seemed that higher performance and expectations are associated with clearer objectives.
Through project implementation, the project team found that engagement and effort of the students as well as the teachers would be important. The teachers should adopt appropriate learning activities and designed appropriate assessment rubrics. The students should also be aware of the intended learning outcomes during the course by a recap of they learn at intervals.
Impact:
The project was effective in arousing the interest of colleagues to experiment the OBL approach in teaching and increased the efficacy of lectures in adopting the OBL approach in teaching.
The impact would be greater if there are better management, planning and supervision of the Project both at the Faculty and Departments levels.
Financial Year:
2008-09
Type:
TDG