Overview of Learning Activities Goals & Intended Learning Outcomes (ILOs)

1. Overview of Learning ActivitiesGoals & Intended Learning Outcomes (ILOs) Quality Assurance Medical Research Institute

2. Strategic Planning

4. Educational Process

5. Outline: By the end of this session you will be able to: • Define goals & intended learning outcomes (ILOs) • Identify the basis of constructing ILOs • Recognize the difference in the actionverbs of ILOs of different domains andlevels • Choose learning activities that are suitable for the learning outcomes of the 3 learning domains

6. Why Is It Important To Determine The Goals & Intended Learning Outcomes?

7. Basis for determining Learning Activities (Teaching/Learning Methods) Properly Constructed ILOs guide the Learning Process

8. Aim(s) / Goals General statements that describe what the course designers expect to achieve with their students

9. E.g.: Physiology course • The overall aim of the course is to produce scientifically and professionally capable Clinical Physiologists to meet regional and national needs while developing study skills and attitudes suitable for life-long learning

10. This course is designed to • Provide students with physiological knowledge at molecular, cellular and system levels. • Provide students with basic practical skills and introduction to laboratory techniques. • Introduce students to the use of computers in biological sciences. • Develop skills of communication and team work • Develop a culture of sharing information with colleagues.

11. Intended Learning Outcome (ILOs)/ Learning Objectives (LO) Statements that describe what students will know and be able to do after completing the program/course

12. Cognitive Knowledge & Understanding Intellectual skills Psychomotor Skills (Practical/Clinical) Affective

13. ILOs (cont.) • Must cover the 3 learning domains • Must include ILOs for general and transferable skills

14. Classification of ILOs according to QAA templates • Knowledge & Understanding • Intellectual skills • Professional & Practical Skills • General & Transferable Skills • Attitudes and Ethics Cognitive Domain Psychomotor Domain AffectiveDomain

15. Learning Objectives

16. HOW TO CONSTRUCT ILOs

18. E.g. • Interpret pulmonary function tests

19. Construct ILOs for Learning domains

20. Cognitive domain Cognitive Knowledge & Understanding Intellectual skills

21. Bloom's Taxonomy[Killing Cat Almost Always Seems Evil]

22. Evaluation Intellectual skills Knowledge & Understanding

23. Level of learning

24. Examples of action verbs for the 6 levels

25. Avoid using verbs that are difficult to measure objectively • Know • Familiarize • Gain knowledge of • Comprehend • Study • Cover • Understand • Be aware • Learn • Appreciate • Become acquainted with • Realize

26. Psychomotor Skills Domain Psychomotor Skills (Practical/Clinical)

27. Commonly used verbs • Use Microscope • Adjust Microscope • Palpate the pulse • Measure …………... • Detect ……………. • Use “dipsticks” • Perform ………. • Point to ……….

28. Affective Domain Affective

29. Commonly used verbs • Respect time/place/colleagues/etc • Be punctual • Value work of others • Treat paramedics respectfully • Handle "Cadaver, specimen, instruments, etc….

30. General & Transferable Skills • Communicate • Use computers • Present information • Search literature • Cooperate in teams • Learn & teach in groups • Practice self & peer to peer appraisal • Adopt principles of scientific methods • Work as a group leader

31. Choose learning activities that are suitable for the learning outcomes of the 3 learning domains

33. Cognitive domain Cognitive Knowledge & Understanding Intellectual skills

34. A) Knowledge & Understanding • Lecture/ Interactive Presentation • Readings • Small group Discussion

35. B) Intellectual Skills • Group Discussion • Seminars • Case Study • Case Discussion (presentation) • PBL • Assignments & Projects • Research

36. Psychomotor Skills Domain Psychomotor Skills (Practical/Clinical)

38. Professional & Practical Skills In the Laboratory & Adjoining Classroom • Introduction • Demonstration Simulations (software), Video etc. Real • “Hands on Practice”

39. Professional & Practical Skills • Attitude • With Clinical Skills • Role Play • Solve Problems of Ethical Dilemmas

40. General & Transferable Skills • Group work : assignment, research, Peer to peer Learning, Group Discussion , etc. • Information Technology & communication: Presentations, Seminars • Medical records & Electronic Data Base • Literature Search & Projects ( Library, Internet) • Leadership: Group work, Group Dynamics, research, Projects, etc.

41. Effectiveness of Different Learning Activities 5% 10% 20% 30% 50% 75% 90% The Learning Pyramid National Training Laboratories, Bethel, ME

42. New Learning Modalities • E-learning • Construct knowledge from information • Instructor – Students – Environment

43. New Learning Modalities • E-learning • Construct knowledge from information • Instructor – Students – Environment

44. Construct ILOs for Learning domains

45. Basis for determining Learning Activities (Teaching/Learning Methods) Properly Constructed ILOs guide the Leaning Process

46. Shift from Teaching to Learning

47. Let’s Practice