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SLO 4 curriculum design & module lo

Marek Frankowicz. SLO 4 curriculum design & module lo. Top-down We have an idea of a new program We formulate program learning outcomes We divide the program into modules We develop module/course learnig outcomes We check for consistency Bottom-up

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SLO 4 curriculum design & module lo

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  1. Marek Frankowicz SLO 4curriculum design & module lo

  2. Top-down • We have an idea of a new program • We formulate program learning outcomes • We divide the program into modules • We develop module/course learnig outcomes • We check for consistency • Bottom-up • We formulate program learning outcomes (on the basis of existing courses) • We design a competence matrix • We iterate/optimize our program Twoapproaches

  3. Describe what the learner can accomplish as a result of completing a program They should be aligned with the institution’s mission They should focus on broad conceptual knowledge and higher order skills They represent the minimum requirements to complete a program Loatthe program level

  4. Describe what the learner can accomplish as a result of completing a module They should be aligned with the program LO They represent the minimum requirements to complete a module Loatthe module level

  5. Determine need and potential Define the profile and the key competences Formulate programme LO Decide whether modularise or not Identify competences and LO for each module/course unit Determine the approaches to teaching, learning and assessment Check whether the key generic and subject specific competences are covered Describe the programme and the course units Check balance and feasibility Implement, monitor and improve Design of study program – tuningapproach

  6. WRITE Step 1. Formulate: What? Subject-related content in LO Step 2. Formulate: How? The format of LO (active verbs etc.) REVISE Step 3. Focusdistinguish between LO and other descriptions Step 4. Specifymake LO observable and clear Step 5. Refinedistinguish between learning activities and results Step 6. Clarifyvague outcomes Step 7. Limitthe number of LO CHECK Step 8. Adjustcheck that LO can be assessed Step 9. Estimate student learning time Step 10. Calibratecheck the module in relation to other modules Ten stepstowardslo (NSHU 2006)

  7. Orchestratedprogramme

  8. In general: three types • Checking consistency of the program (how LO are covered by modules/courses) • Determining the level of competences • Determining expectations of teachers vs students and giving ways of assessment Competencematrices

  9. Checkingconsistency of the program (how LO arecovered by modules/courses)

  10. progression of competences SBS Environment

  11. Matching Learning Outcomes to Assessment Types ( Adapted from Nightingale et al. ,1996)

  12. Write LO for two selected courses, relate them with program LO • Remark: different levels of precision • Program LO: is able to use basic software • Course LO: is able to use MS Word • Course unit/class LO: is able to work with large documents, create index, … exercise

  13. General introduction (yesterday) Program LO (today) Course LO (today) Discussion of today;s work (tomorrow) Assessment of LO (tomorrow) General scheme of ourworkshop – repeated:

  14. Satisfaction-importancequestionnaire 5 dimensions: 1st yearstudents (expectations) Higheryearsstudents (execution) Graduates (suefulness) Academicteachers (opinion) Employers (opinion)

  15. Satisfaction-Importancegrid

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