1 outcome based education

8/2/2019 1 Outcome Based Education

http://slidepdf.com/reader/full/1-outcome-based-education 1/68

Outcome Based Education:What, Why, and How

A Paradigm Shift in Education for the Knowledge Based Society

Sudaporn Luksaneeyanawin [email protected]

Chulalongkorn University www.crslp.chula.ac.th , www.eil.grad.chula.ac.th

ThailandPOD ควอท , www.thailandpod.net

Workshop for Faculty of Humanities,

Srinakharintwirote University 29 February, 2012



OutlineThe Knowledge Based Community

The Paradigm Shift in Learningtowards Autonomy of Learning:

Outcome Based Education

Challenges

Conclusion and Discussion



Knowledge Based World Community

The Scenario of World

Community andICT Development



W or ld H ist o r i ca l and Pr ed i ct ed Popu lat i on

Region 1900 1950 1999 2050 2150

World 1,650 2,521 5,978 8,909 9,746

Africa 133 221 767 1,766 2,308

Asia 947 1,402 3,634 5,268 5,561

Europe 408 547 729 628 517

South America 74 167 511 809 912

and the Caribbean *

Northern America * 82 172 307 392 398

Oceania 6 13 30 46 51

(in millions)

United Nations. 2004. The World at Six Billion.



W o r l d Po p u l at i on ( At 7 Bi l l io n s) 2 0 1 1 - 2 0 5 0

Region 2011 2050 Growth Rate

World 6,987 9,587 1.4

Africa 1,052 2,300 2.2

Asia 4,216 5,283 1.3

Europe 740 723 1.0

Americas 942 1,216 1.3

Oceania 37 62 1.7

(in millions)

Population Reference Bureau, Washington DC. www.prb.org .



Country Population

(million)

Tel-Main

(ml)

Tel-Mobile

(ml)

Internet

Hosts (ml)

Internet

Users (ml)

World 6,525.2 1206.3 1752.2 - 1,018.5USA 298.4 268.0 194.5 195.139 203.8

EU 456.9 238.8 314.6 22.000 230.1

China 1,315.8 311.8 334.8 0.188 111.0India 1,095.3 67.3 69.2 0.788 50.6

Indonesia 254.5 9.9 30.0 0.135 18.0

Japan 128.1 58.8 91.5 21.304 86.3Vietnam 84.4 10.1 4.9 0.004 5.9

Thailand 64.2 6.8 27.4 0.786 8.4

Korea,South 48.8 26.6 36.6 5.436 33.9Taiwan 23.0 13.5 25.1 3.838 13.8

Malaysia 25.3 4.4 14.6 0.151 10.0

Singapore 4.3 3.8 4.3 0.679 2.4The World Factbook, 2005



ICT Profile of Thailand and Other Asian Countries

2006-07-09

Country Population Telephone Telephone Internet Internet(ml) Mainline (ml) Mobile (ml) Hosts(ml) Users (ml)

China 1,321.852 368.000 461.100 232,780 137.0001,330.045 365.400 547.380 1,431,000 253.000

Japan 127.434 55.155 101.700 28.322 87.540127.288 51.232 107.339 39.910 88.110

South Korea 49.045 26.866 40.197 5.434 34.12048.380 23.905 43.500 333,823 35.590

Thailand 65.068 7.073 40.816 938,784 8.46665.490 7.024 51.377 1,116,000 13.416

Malaysia 24.821 4.342 19.464 158,650 11.29225.270 4.350 23.347 377,716 15.868

Singapore 4.553 1.854 4.789 898,762 1.7174.610 1.859 5.619 837,559 3.105

Vietnam 86.120 10.800 33.200 84,151 17.87

(Data from the World Factbook, www.odci.gov/publications/factbook/ , Vietnam Data only 2009)



Country Profile: Thailand and Others 2009https://www.cia.gov/library/publications/the-world-factboo

Country Thai Vietnam Malaysia Singapor Korea Japan China India AustraliaHistory

AD

1238 1945/ 1954

1957/ 1963

1963/ 1965

1876/ 1945

1868/ 1947-52

221BC/1912/

1949

19CBr1947

1901

Area

sq km

514,000 329,560 329,750 699 98,480 377,835 9,596,960 3,287,590 7,686,850

Populatml

65.49 86.12 25.27 4.61 48.38 127.28 1,330.04 1,147.99 21.01

GDP$ bl, tn

272.10 bl 90.88 bl 214.70 bl 192.80 bl 953.50 bl 4.844 tn 4.222 tn 1.237 tn 1.069 tn

PerCap$

8,700 2,900 15,700 52,900 27,100 35,300 6,100 2,900 39,300

Tel Mainml

7.024 10.8 4.35 1.859 23.905 51.232 365.4 38.76 9.76

Mobile

ml

51.377 33.2 23.347 5.619 43.5 107.339 547.38 296.08 21.26

Int Hosts

1.116 ml 84,151 377,716 837,559 333,822 39.910 ml 14.310 ml 2.707 ml 11.13 ml

Int Usersml

13.42 17.87 15.868 3.105 35.59 88.11 253 80 11.24

Int ProviISP

15 5 7 9 11 73 3 (2000) 43 571



Country Profile: Thailand and Others 2009 https://www.cia.gov/library/publications/the-world-factbook/

Country Thai Korea Japan China Australia India Russia UK USHistory

AD

1238 1876/ 1945

1868/ 1947-52

221BC/1912/

1949

1901 19CBr1947

12C/ 1905/ 1917

1801 1776

Area

sq km

514,000 98,480 377,835 9,596,960 7,686,850 3,287,590 17,075,400 244,820 9,631,418

Popml

65.49 48.38 127.28 1,330.04 21.01 1,147.99 140.70 60.94 303.82

Income$ bl, tn

272.10 bl 953.50 bl 4.844 tn 4.222 tn 1.069 trl 1.237 tn 1.757 tn 2.787 tn 14.330 tn

PerCap$

8,700 27,100 35,300 6,100 39,300 2,900 15,800 37,400 48,000

Tel Mainml

7.024 23.905 51.232 365.400 9.760 38.760 43.900 33.682 163.200

Mobile

ml

51.377 43.500 107.339 547.380 21.260 296.080 170.000 71.992 255.000

Int Hostsml

1.116 0.339 39.910 14.310 11.13 2.707 4.822 8.269 316.000

Int Userml

13.42 35.59 88.11 25.00 11.24 80.00 30.00 40.20 223.00

Int ProviISP

15 11 73 3 (2000) 571 43 300 400+ 7,000



ICT Profile of Thailand and Other Asian Countries 2009 vs 2011

Country Population Telephone Telephone Internet Internet

(ml) Mainline (ml) Mobile (ml) Hosts(ml) Users (ml)

China 1,330.045 365.400 547.380 1.431 253.0001,336.718 313.680 747.000 15.251 389.000

Japan 127.288 51.232 107.339 39.910 88.110

126.476 44.364 114.917 54.846 99.182

South Korea 48.380 23.905 43.500 0.334 35.59048.755 19.285 47.944 0.291 39.400

Thailand 65.490 7.024 51.377 1.116 13.41666.720 7.024 83.057 1.335 17.483

Malaysia 25.270 4.350 23.347 0.378 15.86828.729 4.312 30.379 0.344 15.355

Singapore 4.610 1.859 5.619 0.838 3.1054.741 1.852 6.652 0.993 3.235

Vietnam 86.120 10.800 33.200 0.842 17.87090.549 17.427 98.224 0.129 23.382

(Data from the World Factbook, www.odci.gov/publications/factbook/ , Vietnam Data only 2009)



VLSI 100 GHz

Terabytes

Interface

TechnologyFibre Optic

1-1,000 Tb/s

IP Device

IP Network

Network &Service

Intelligence

Wireless Usage

50-80% growth

rate/year

Access Speed

155 Mb/s F-O

10-100Mb/s W

Internet Growth

1 Billion clients

in 2003

Rabinar 2000



ICT Scenarios through ICT Commidities

ICT commodities 1995 2000 2004 Fixed telephony 689 983 1,207

Mobile telephony 91 740 1,758

Personal Computer 235 500 775

Internet access 40 399 863



Volume of Knowledge and Accessing Speed

Example of the 2 click knowledge

www.dds.bangkok.go.th/klong 2553/klong04.pdf

948 canals (1,319,520 metres) + 516 water ways (323,942)

Looked after by the districts

www.dds.bangkok.go.th/klong 2553/klong04.pdf213 canals (952,790 metres) + 5 water ways (7,780)

Looked after by the the Drainage and Sewerage Dept.

Alltogether 1,161 canals +521 water ways (1,682)(2,603,932 metres)

Looked after by Bangkok Metropolitan



Information

Service

Industry

Agriculture

The Third Wave (Toffler 1980), Development of American Society (Beniger 1989)



Composition of Thai Society

GDP by Sector: Labor by Occupation:

Agriculture: 12.4% Agriculture: 42.4%

Industry: 44.7% Industry: 19.7%

Services: 42.9% Services: 37.9%

https://www.cia.gov/library/publications/the-world-factbook/geos/th.html (28.09.2011)



The Paradigm Shift in Learningtowards Autonomy of Learning

Outcome Based Education



What is Outcome Based Education?

The edu cat i on w he re t he f ocus o fedu ca t i on i s sh i f t ed :

- Fr o m t h e co n t en t t o t h e st u d en t s

- Fr o m t h e ou t p u t s o r p r o d u ct s t o t h ep r ocess and t he ou t com es

- Fr o m cu st o m f i t t h e st u d en t s t o t h e

schoo l t o cus tom f i t t he schoo l t o t hes t u d e n t s



Goals in Outcome Based Education

1) All students can learn and succeed, but noton the same day or in the same way.

2) Each success by a student breeds moresuccess.

3) Schools control the conditions of success bycreating the right learning environment, andcustom fitting the schools to each student's

learning style and abilities.

W il l iam Sp ad y * ( 1 9 9 4 , 1 9 9 8 , 2 0 0 5 ,2 0 0 7 )

* t he Am er i can Associa t i on o f Schoo l Adm in i st ra t o rs ( AASA)



Partnership for 21st Century Skills, USA ( www.p21.org )

1



21st Century Students Outcomes (USA)

Life and Career Skills

) Learning and Innovation Skills (4Cs)

- Critical Thinking- Communication- Collaboration

- CreativityI) Core Subjects–3Rs and 21st C Themes

- Reading

- (w)Riting- (a)Rithmatic

) Information, media, and Technology Skills



Support Systems(I) Standards and Assessments

(II) Curriculum and Instruction

(III) Professional Development

(IV) Learning Environments



กรอบมาตรฐานค ณว ฒระด บอ ดมศกษาแหงชาต

Thailand Qualifications Framework for Higher Education -TQF

มาตรฐานผลการเรยนรท กกอ. ก าหนดครอบคลมอย างนอย ๕ ดาน คอ

(๑) ดานคณธรรม จรยธรรม

(๒) ดานความร

(๓) ดานทกษะทางปญญา

(๔) ดานทกษะความสมพนธระหว างบคคลและความรบผดชอบ

(๕) ดานทกษะการวเคราะหเชงตวเลข การส อสารและการใช

เทคโนโลยสารสนเทศ



Chulalongkorn University

Students’ Learning Outcomes

K n o w

l e d g e *

T h i n k i n g S k i l l s * L e a r n i n g S k i l l s

L e

a d e r s h i p

H a p

p i n e

s s

Work Skills

E t h i c s *

P u b

l i c m i n d T

h a i n e s

s



The How for ProfessionalTeachers



What should ProfessionalTeachers Acquire?

Body of Knowledge

Pedagogical Skills

Attitude towards students, andtheir career as Professional

Teachers



What is the requirement in

good teaching? Instruction / seminars

Inter-vision / mini lessonsStudent-centered

- Coaching- Group work

- Simulated “on the job training”- Problem-orientated education

- Demand-driven education



What needs to be done?

- Understanding of learning– Didactic

approaches

- Classroom management

Lesson plans: ways to activate/engage/ inspire students to learn.

Coaching and feedback Examination and assessment

Curriculum Development



Approach

(Theory)

Methods and Techniques(The Family)

Tools

Approach Methods and

T l



Approach

Social

Constructivism

Methods andTechniques

(The Family) Project Based

Research Based

Theme Based

Activity and Task Based

Peer Learning

Team Based

Jigsaw Technique

Emergent Problems

Authentic Assessment

etc.

Tools

Comp Aided

Net Linkage

Web-Based

LearningBlog

CorpusBased

Data Drivenetc.

Next



Vygotsky(1896-1934)

Next

1

23

4



Inter Communication

Experientialism: The Learner and theMediation

(TALKs, TASKs, TEXTs: Donato 2005)

- Teachers and Teaching Assistants- Peers in the team, the class, the learningcommunity, Special Interest Group-SIG

- Media: books, journals, websites, e-communication

Back



Intra Communication

Reflection: The process to react or reflect thestudent’s thoughts and attitudes on something.

- Reaction to pictures, photos, maps, charts, tables,

facts and figures by writing or speaking.- What do you see that is interesting?

- Describe or discuss about it?

- Describe it as you see.

- Why is it so or why is it not as expected?

- What are the problems, and how can wesolve the problems?

Back

Dialectic



Dialectic

Diversity makes perfect.

To be mixing with people of different experiences,

attitudes.Real World Situation: You cannot choose yourpartners or members of the team. We are not always

compatible, but we can always work it out.- Learning to work as a dialectic dynamic team.

- Bringing out the best of your team members.

- Playing the Devil Role.- Thinking more thoroughly, making decision

more cautiously. There is always a BUT about it.

Back

Zone of Proximal Development ZPD



Zone of Proximal Development – ZPD(From ASD to PSD)

Every being is a potential learner. One starts fromthe Actual Stage of Development-ASD and movestowards the Potential Stage of Development-PSD.

- From ASD to PSD, one can monitor and bemonitored to develop.

- If the beings learn to learn. They will seek fornourishing learning environments helping themsustain and retain the ability to learn.

- Learning to learn leads to autonomy of learning.Learning retention helps the learner to reach theideal stage of development.

Back

Project Based & Research Based Instruction



Research

Questions

ProcessOutput

Outcomes

Project Based & Research Based InstructionAn Advantage of Universities



Questions-Existing Students

(What are their

problems?, What do

They want to know?)

-How can we support

them to develop?

-Large classrooms?

(Are they real

problems?)

- How can ICT support

us in developing

students ?

Process- Facts&Fig

- Analyses

- Furtherquestions

- Analyses

- Syntheses

- Findings

Output

Outcomes

(1) Research Questions - > Brainstorming ->



(1) Research Questions > Brainstorming >RQs set into paradigms

(2) Literature Review -> Findings from thebook research

(3) Emergence of New Qs ->

(4) Empirical research to answer the new Qs

(5) Conclusions and Discussions- Findings (the Answers)

- More Qs- the strengths (application) and weaknesses ofthe findings



OUTCOMES

- Learned men with learning abilities.

- The passion to learn and to seek forknowledge.

- The work and the social skills.

- The communicative skills both in

speaking and writing’

-etc.



- Knowing one own needs

- Sharp observation

- Ability to ask good questions- Ability to seek for good answers

- Ability to communicate

Characteristics of Autonomous Learners

Back



Mind Mapping

Examples



Themes

Local and GlobalIssues

ArtWomen andLeadership

Corruption

Food

Global

Warming

WarsGambling

Abortion

Examples

E amplesExamples



Themes

ExamplesExamples

Back

Cl L t



Classroom Layout

Computer Network, Presentation,

and Demonstration CornerComputers Computers

References, Books, Audio-Visual Materials and Equipment

T

T

Presentation Corner



T

TA

MaterialsBack

Jigsaw Technique and Steps



J gsa ec que a d Steps

1) Organizing the students in jigsawgroups for Collaborative Learning.

2) The task design

3) The class activities

4) The assessment

(Adapted from Woolfolk, Anita 2011.h : www. i w. r .h m r in 1 4

Step 1: Organizing Students for Collaborative



Learning

1) Divide students into 5- or 6-person jigsaw groups.The groups should be diverse in terms of gender,ethnicity, race, and ability. Appoint one student from

each group as the leader. Initially, this person should bethe most mature student in the group.Step 2:Task Design

2) Divide the lesson into segments, e.g., learning aboutEleanor Roosevelt: divide a short biography of her intostand-alone segments on: 1) Her childhood, 2) Her

family life with Franklin and their children, 3) Her lifeafter Franklin contracted polio, 4) Her work in the WhiteHouse as First Lady, and 5) Her life and work after

Franklin's death.

a. Assign one student from each group to learn one



a. Assign one student from each group to learn onesegment, students have direct access only to their own

segment. Give them time to read twice and familiarized.b. Form "expert groups“ by putting students who read thesame segment together. Give the groups time to discuss the

main points of their segment and to work on thepresentations of the group.c. Bring the students back into their jigsaw groups. The

expert student presents the segment to the group.Encourage other students in the group to ask questions forclarification.d. Teacher moves from group to group, observing the

process. If any group is having trouble (e.g., a member isdominating or disruptive), make an appropriate intervention.Eventually, the group leaders will learn to handle this task,

they can be supported until they learn to do it. (Monitoring)



Step 4: The Assessment

4) At the end of the session, give a quiz on the materialso that students quickly come to realize that thesesessions are not just fun and games but really count.

Back

Teaching Learning



g g

Transferring Constructing

Giving Sharing

Passive Active

Given New

Macro Level



Government

Education Policy Institute Policy

Curriculum Society- Local- Regional

- Global

Macro Level

Micro Level InstructionalMethods &Materials

Teachers Students

F t I l d i I t ti



Factors Involved in Instruction

Materials &Infrastructure

Instructors Students

S o c i e t y S

o c

i e t y

Society

Next



Task Design

SWABAT

St u den t w i l l be ab le t o .... ..

http://studentweb.cortland.edu/lang91/langmini3/index.htm

Bloom’s Taxonomy of Educational Objectives



Cognitive Domain

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Str ct re of Description



Structure of Description

Competence Skills Demonstrated

Knowledge ...................................

Task cues (Behavioural Verbs) list, define, tell, describe, identify,

show, label, collect, examine, tabulate,quote, name, who, when, where, etc.

Knowledge



KnowledgeKnowledge - observation and recall of

information

- knowledge of dates, events,places

- knowledge of major ideas

mastery of subject matterTask cues (Behavioural Verbs)

list, define, tell, describe, identify, show, label,

collect, examine, tabulate, quote, name, who,when, where, etc.

Comprehension



ComprehensionComprehension - understanding information

- grasp meaning- translate knowledge into new

context- interpret facts, compare,contrast

- order, group, infer causes- predict consequencesTask cues (Behavioural Verbs)

summarize, describe, interpret, contrast,

predict, associate, distinguish, estimate,differentiate, discuss, extend

Application



ApplicationApplication - use information, methods,

concepts, theories in newsituations

- solve problems usingrequired skills or knowledge

Task cues (Behavioural Verbs)

apply, demonstrate, calculate, complete,illustrate, show, solve, examine, modify, relate,change, classify, experiment, discover



AnalysisAnalysis - seeing patterns or

organization of parts

- recognition of hiddenmeanings

- identification of componentsTask cues (Behavioural Verbs)

analyze, separate, order, explain, connect,

classify, arrange, divide, compare, select,explain, infer

Synthesis



SynthesisSynthesis - use old ideas to create new

ones

- generalize from given facts- relate knowledge from severalareas

- predict, draw conclusionsTask cues (Behavioural Verbs)

combine, integrate, modify, rearrange,substitute, plan, create, design, invent, whatif?, compose, formulate, prepare, generalize,rewrite

Evaluation



EvaluationEvaluation - compare and discriminate

between ideas- assess value of theories,

presentations- make choices based on reasonedargument

- verify value of evidence- recognize subjectivityTask cues (Behavioural Verbs)

assess, decide, rank, grade, test, measure,

support, recommend, convince, select, judge,explain, discriminate, conclude, compare,summarize

Back



Challenges



CMSContent

ManagementSystem

LMSLearningManagement

System

TMS

TestManagement

System

TECHNOLOGY MANAGEMENT

1

2

3

4

NEXT

Content Management System- CMS



What to Learn?- Curricular Courses

- Extracurricular Courses

- Extramural Courses

- Programs for Emergency Needs or National

Issues (SARS, Bird Flu H5N1, AIDS, etc.)

- Short programs to answer special trainingneeds.

Back

Learning Management System-LMS



How to Learn?- Social Constructivism

- Autonomy of Learning

- Programmed Learning on the Web

- E-Learning, Blackboard, Facebook, Myspace

- Synchronous and Asynchronous Learning

- Consultancy Back

Test Management System-TMS



What Learned?- Assessment and Evaluation

Both Quantitatively and Qualitatively

- Formative Evaluation and Summative Evaluation

- Online Interactive Assessment

- Portfolio Assessment

- Learning Outcome (students’ development)

- Standardized Test and Accreditation System

Back

Innovative Technology to Answer theNeeds



Needs

Challenges

- Wireless Technology/ no telephone line/ nooptic fibre

- Economical/ Education Equity-

(The Haves and the Have Nots)

- Fast/ Interactive, Multimedia

- Multicultural

- Green technology (paperless) / Consume less

energy Back



Thank you for your kind

attention.

1 outcome based education

Documents