LEARNING OUTCOMES

1. LEARNING OUTCOMES Prof. Dr. Petek Aşkar Department of Sociology İzmir University of Economics

2. At the end of the seminar, the participant will be able to: • Define Learning Outcomes ( LO) • Explain the role of LO in the Bologna process. • List the properties of LO. • Construct the LOs of his/ her course. • Evaluate the LOs. P. Askar- IEÜ

3. Outline • What is LO? • What is LO’s position in the Bologna process? • What are the properties of LOs? • The classification of LOs ( Taxonomies) • LO examples • LO writing and evaluation • The role of LOs in the teaching-learning process. P. Askar- IEÜ

4. What is LO? • Learning outcome is a statement of what is expected that the student will be able to do as a result of learning activity ( Jenkins and Unwin, 2001). • Learning outcomes are statements of what a learner is expected to know, understand or be able to demonstrate after completion of a process of learning ( ECTS Users’ Guide , 2005). P. Askar- IEÜ

5. What is the role of LO in the process of Bologna? Qualifications should be written in terms of learning outcomes. Shifting from teaching to learning. Student expected outcomes not the teachers or teaching activity. Students are the main focus and beneficiary P. Askar- IEÜ

6. The properties of LO • For every statement there should be only one verb. • Observable, measurable and assessable. • Student is expected to do not the teacher. • For every course 5-8 LOs • Should be related to program qualifications. P. Askar- IEÜ

7. The Framework _ Bologna • European Qualification Framework • National Qualification Framework • Discipline/ Subject Area Qualification Framework • Programme Qualifications/ Outcomes • Student Learning Outcomes for the courses, student workload and ECTS P. Askar- IEÜ

8. Framework of Qualifications • Knowledge • Skills • Competencies • Work independently and take responsibility • Learning competency • Communication and Social Competencies • Subject Area specific competencies P. Askar- IEÜ

9. Basic Concepts- Knowledge • Knowledge : The facts, concepts, rules, principles, approaches and applications of a given domain. P. Askar- IEÜ

10. Basic Concepts – Skills( Cognitive) Analysing Classifing Summarizing Critical thinking Confict resolution Questioning Problem solving Comparison Evaluation Information gathering Decision making Observation Generalization P. Askar- IEÜ

11. Skills- Psychomotor Designing Performing Sketching Demonstrating Constructing P. Askar- IEÜ

12. Basic Concepts - Competence • A dynamic combination of attributes, abilities and attitudes • Work independently and take responsibility • Learning competency • Communication and Social Competencies • Subject Area specific competencies P. Askar- IEÜ

13. LO Classifications (Taxonomies) • The outcome-based approach can be traced back to the work of the behavioral objectives movement of the 1960s. • Bloom’s Taxonomy of educational Objectives ( 1956) was the first attempt to classify LOs. • Cognitive Domain, Affective Domain and Psychomotor Domain P. Askar- IEÜ

14. Bloom’ s Taxonomy- Cognitive Domain • Remembering • Understanding • Application • Analysis • Evaluation • Creation P. Askar- IEÜ

15. LO EXAMPLES P. Askar- IEÜ

16. LO: To be able to compare ............. • Identify the property • List the similarities • List the differences P. Askar- IEÜ

17. LO: To be able to sove problems • Analysing • Observing • Measuring • Choosing a strategy • Applying • Finding the solution • Checking the solution P. Askar- IEÜ

18. LO: To be able to develop a product • Design • Planning • Sketching • Constructing • Testing P. Askar- IEÜ

19. Formats P. Askar- IEÜ ---------defines, explains, evaluates, interpretes Ability to define, ability to explain, ability to evaluate, ability to interpret ..... will be able to define, will be able to explain, will be able to evaluate * *format of IEU

20. Evaluation Of LOs P. Askar- IEÜ

21. 1. (-) At the end of the course the students will become competent on the terminology and concepts of.......... P. Askar- IEÜ

22. 2. (-) • .......... understand the subject matter and find the relationship between concepts and problems. P. Askar- IEÜ

23. 3. ( +) • .......... develop an analytical template for analyzing the problems. P. Askar- IEÜ

24. 4. ( -) • .............to be aware of the terminology and the concepts. P. Askar- IEÜ

25. 5. ( +) • .... will be able to apply knowledge of .........in ............. P. Askar- IEÜ

26. 6. (+) • ........will be able to compare the different................models. P. Askar- IEÜ

27. 7. ( +) • ........... to participate in class discussions......... P. Askar- IEÜ

28. 8. (+) • ....will be able to carry out a task with few errors. P. Askar- IEÜ

29. Roles of LO in the teaching-learning process • Teachers tell students more precisely what is expected from them. . Teachers design their teaching- learning environment and develop materials • Teachers prepare their exams, assessment materials. • Students and teachers get more feedback about the weaknesses and strengths P. Askar- IEÜ

30. Old Form: On successful completion of this course, students will: understand the methodology of modeling real life systems by lumped circuit models; be able to analyze DC resistive circuits using network theorems such as superposition, Thevenin’s Theorem, and Norton’s Theorem; be able to analyze circuits comprised of resistors, capacitors, inductors and opamps; have learned how to use Laplace transforms for the analysis of circuits in the sdomain; be able to analyze basic RC, RL, and RLC circuits through the use of Laplace transform techniques; have learned how to use basic laboratory equipment, construct simple electric circuits and make measurements in the laboratory. P. Askar- IEÜ

31. Itemized Form:On successful completion of this course, students will: • understand (explain) the methodology of modeling real life systems by lumped circuit models; • be able to analyze DC resistive circuits using network theorems such as superposition, Thevenin’s Theorem, and Norton’s Theorem; • be able to analyze circuits comprised of resistors, capacitors, inductors and opamps; • have learned how to use Laplace transforms for the analysis of circuits in the sdomain; • be able to analyze basic RC, RL, and RLC circuits through the use of Laplace transform techniques; • have learned how to use basic laboratory equipment, • construct simple electric circuits and • make measurements in the laboratory. P. Askar- IEÜ

32. Modified Form- On successful completion of this course, students will be able to: • Explain the methodology of modeling electrical and electronic systems by lumped circuit models; • Analyze DC resistive circuits using circuit analysis techniques (such as mesh currents, nodal voltages), • Analyze circuits using network theorems such as superposition, Thevenin’s and Norton’s Theorems, • Analyze operational amplifier circuits • Analyze RC and RL circuits using differential equations • Analyze RC and RL circuits driven by step or sinusiodal sources • Analyze RLC circuits using phasors • Contruct simple electrical circuits • Do the measurements in the laboratory using basic laboratory equipments P. Askar- IEÜ

33. Thank you. P. Askar- IEÜ