...LEARNING OUTCOMES LEARNING ACHIEVED BY THE END OF A COURSE OR PROGRAM KNOWLEDGE – SKILLS – ATTITUDES By Shirley Lesch, George Brown College http://liad.gbrownc.on.ca/programs/InsAdult/currlo.htm Learning Outcomes |Definition |Guidelines for Writing LO |Practice | |Characteristics |Components of LO |Critique | |Background |LO Checklist | | What is meant by Learning Outcomes? [pic]Think for a moment about a course or training session with which you are currently involved. Identify one skill that you think would be essential to know or do by the end of this learning period. If you were able to do this, then you are beginning to construct a learning outcome. Definition of Learning Outcomes Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning outcomes identify what the learner will know and be able to do by the end of a course or program. Spady, (1994) , an educational researcher who spearheaded the development of outcomes based education, suggests that the ability demonstrate learning is the key point. This demonstration of learning involves a performance of some kind in order to show significant learning, or learning that matters. He claims that significant content is essential, but that content alone is insufficient...
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...degree of precision of articulating the learning objectives is directly related to achieving the desired learning outcomes. Additionally, learning objectives can be derived from a knowledge/skill gap identified in a front-end needs analysis. Consequently, the goal of creating learning objectives is to provide a means of clarifying the purpose of instruction to ensure the training/education is successful and the objectives are achieved. Clearly identifying learning objectives improves the communication between the instructor and the learner for a given course/learning module so the student knows precisely what is expected of him/her. When the objectives of a course have been clearly identified and presented in an orderly progression, the desired learning outcomes will be attained. They may also assist in the choice of the instructional delivery method(s) and instructional strategies when designing a learning activity, as well as establishing criteria for student performance when assessing student learning outcomes (Dick, Carey, & Carey, 2005). “When clearly defined objectives are lacking, there is no sound basis for the selection or designing of instructional materials, instructional strategies, or assessments” (Mager,1999) . “A properly written objective tells you what specific knowledge, skill, or attitude is desired and what method of instruction and criteria for learner achievement are required” (Lohr, n.d., pp 7). A learning objective (also referred to as instructional...
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...student learning. Why is assessment of student learning important? In effect there are two reasons assessment of student learning is important. Assessment is needed for improvement. Improvement, with its internal focus provides • opportunities for the academic community to engage in self-reflection of its learning goals, to determine the degree to which these goals correspond to student and societal needs, and to evaluate if students’ activities, products, or performances coincide with the academic community’s expectations; • offers information to students about the knowledge, skills, and other attributes they can expect to possess after successfully completing coursework and academic programs. • establishes ways for academic units to understand the dimensions of student learning when seeking to improve student achievement and the educational process. Assessment is needed for accountability. Accountability, with its external focus, provides Step One: Identify Goals A goal is a statement expressing what ideals are to be achieved. Goal statements tend to be broadly philosophical, global, timeless and not readily amenable to measurement. They capture the knowledge, skills, and values that students should acquire in a program by a course. This first step in identifying goals requires faculty and others to reflect on questions such as the following: • what is the mission of this unit that guides and encapsulates the essence of learning - the knowledge, the skills, the...
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...21st Century Skills of High School Students: Input to a Students Enhancement Program Basic Research and Statistics Union Christian College City of San Fernando, La Union February 2015 Abstract 21st Century Skills of High School Students: Input to a Students Enhancement Program Background of the Study Theoretical Framework This study is anchored on the following theories. Dreyfus and Dreyfus theory of Skills Acquisition makes a distinction between ‘knowing that’ and ‘knowing how’. This theory presented that many of us are not conscious of our “knowing how” possibly because we take our knowing-how for granted. Another theory is the Authentic Assessment theory as cited by Dumaoang (2014) is the evaluation of student abilities in real world context. It is an appraisal of an of students analytical / creative skills. It is a tool that can be used to help students integrate what they learn and form of assessment that values the learning process as much as the final products. This study is also supported by Experiential Learning Theory. This theory builds on social and constructivist theories of learning but situate experience at the core of the learning process. It aim to understand the manners in which experiences-whether first or second hand-motivate learners and promote their learning. Therefore, learning is about meaningful experiences-in everyday life-that leads to a change in an individual’s knowledge and behaviours. The above-mentioned theories helped...
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...TITLE PAGE CONTENTS PAGE PART 1 - Project objectives and overall research approach - 1,000 words The first part of your Research Report 'sets the scene' It should include the following: * The reasons for choosing your project topic area and choosing the particular organisation that was the focus of your research work * What you wanted to find out in your research work. i.e. your project objectives and research questions * An explanation of your overall research approach. This should provide the reader with a understanding of the overall framework that you developed to meet your project objectives and answer your research questions. PART 2 - Information gathering and accounting / business techniques - 1,500 words The second part of your Research Report should provide more detail about (i) the information that you have gathered and (ii) the accounting and business techniques you have chosen to apply to this information. It should include the following: * The sources of information from which you have obtained relevant data * A description of the methods used to collect information, including online access * A discussion of the limitations of your information gathering * Identification of any ethical issues that arose during your information gathering and how they were resolved * An explanation of the accounting and / or business techniques you have used, including a discussion of their limitations. PART 3 - Results, analysis, conclusions...
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...employees` learning of job related competencies. These competencies include knowledge, skills or behavior that are critical for job performance. The goal of training is for employees to master the knowledge, skills, and behaviors emphasized in training programs and to apply them to their day to day activities. Training is the formal and systematic modification of behavior through learning occurs as a result of education, instruction, development and planned experience. 2. What are the organizational vision, mission, and strategic goals? 2.1 Vision Aspirational description of what an organization would like to achieve or accomplish in the mid-term or long-term future. It is intended to serves as a clear guide for choosing current and future courses of action. See also mission statement. 2.2Mission A mission statement is a formal, short, written statement of the purpose of a company or organization. The mission statement should guide the actions of the organization, spell out its overall goal, provide a sense of direction, and guide decision-making. It provides "the framework or context within which the company's strategies are formulated. The vision and the mission are powerful statements that help drive an organization forward. They are often confused with one another, and some organizations even use them interchangeably. In simplest terms, the mission is why you exist, and vision is what you want to be. 2.3 Strategic goals Strategic goals are statements of what you...
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...CO2520 Communications GRADED ASSIGNMENTS ------------------------------------------------- Graded Assignment Requirements This document includes all of the assignment requirements for the graded assignments in this course. Your instructor will provide the details about when each assignment is due. Unit 1 Assignment 1: Models of Communication Learning Objectives and Outcomes * Define “communication”. * Apply each of the four models of human communication. Course Objectives supported by this activity: * Describe how communication methods and standards have changed over time. * Evaluate examples of written, oral, and visual communications to determine if they conform to ethical and professional standards. Assignment Requirements Read pp. 11-18 in the textbook. Draw each of the models from the book including the fourth model that the textbook authors added. Under each model, define and evaluate your understanding of the communication channels and processes at work with each model in three to five sentences. Describe how each model builds on the previous model with at least one sentence. Write down and evaluate the definition of communication provided from the textbook authors with three or more sentences. Required Resources Human Communication in Society, Chapter 1, pp. 11-18 Submission Requirements This assignment is a graded, in-class assignment. You have 60 minutes to complete the assignment. At the end of the 60 minutes, turn...
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...Migration Skills Assessment Applicant Guidelines (March 2015) Table of Contents Section 1 Overview of TRA Migration Skills Assessment 5 1.1 Purpose of the TRA Migration Skills Assessment Guidelines 5 1.2 TRA Migration Skills Assessment Summary 6 1.3 Program objective 6 1.4 Relevant legislation 6 1.5 Program delivery 7 1.6 Fees payable for the TRA Migration Skills Assessment 7 1.7 Paying fees 8 1.8 Refunds 8 1.9 TRA roles and responsibilities 8 1.10 Applicant roles and responsibilities 9 1.11 Authorised representatives for Migration Skills Assessment applicants 9 1.12 Privacy 9 1.13 False or misleading information 12 1.14 Certification of documents and statutory declarations 12 1.15 TRA Migration Points Advice 14 Section 2 TRA Migration Skills Assessment requirements and processes 15 2.1 Overview of the TRA Migration Skills Assessment 15 2.2 Purpose of the TRA Migration Skills Assessment 15 2.3 Nominated occupation for the TRA Migration Skills Assessment 15 2.4 Eligibility for a TRA Migration Skills Assessment 16 2.5 The TRA Migration Skills Assessment process 16 2.6 Meeting the eligibility requirements: qualifications 19 2.7 Meeting the eligibility requirements: apprenticeships 22 2.8 Meeting the eligibility requirements: employment 23 Section 3 Contact details for Trades Recognition Australia 30 Section 4 Glossary 31 Section 5 Acronyms 34 * Document particulars TRIM ID | ED11/017630 | File | TRA Migration Skills Assessment...
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...COURSE DESCRIPTION This course is designed to enrich the students’ experiences in developing and utilizing appropriate technology to facilitate learning. It shall also provide exposure and hands-on opportunities in the use of Information and Communications Technology (ICT). Field Study 3 can be anchored on the following Professional education subject: * Educational Technology 1 * Educational Technology 2 GENERAL OBJECTIVES 1. Select the teaching materials that best suit the needs of the learners 2. Apply the principles of developing instructional materials 3. Develop and utilize instructional materials appropriate to a chosen subject area Acknowledgement I just want to express my heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads me to select the most desirable way to success. To my parents who provided me their financial support, love, moral values and advices. To Prof. Dominic Dizon,MAEd as my mentor for my Field Study 3. I really appreciate your utmost effort in facilitating and checking my errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. I am so grateful to have you as my mentor and I feel so blessed. To Ms. Shienna Mae Eramis for your cooperation and to your students who also gave their cooperation. I wish...
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...of the employees by evaluating their motivational and basic skills necessary to effectively comprehend the training program content. The third step is all about creating a learning environment that provides means for learning to occur from the training. The fourth step is the process of transfer of learning where employees apply what they have learned in the training program to their jobs. The fifth step is developing an evaluation plan which describes the types of outcome expected and demonstrating how training will affect those involved. The sixth step is selecting the training method in correlation with the learning objectives and learning environment. The seventh step is to evaluate the training program, make changes if necessary and to improve the program by revisiting earlier steps in the process so that learning objectives are accomplished. Economic cycles, globalization, customer service and quality emphasis, talent management, new technology, increased value placed an intangible assets and human capital, focus on linking business strategy, changing demographics and diversity of the work force, high performance work systems are the various forces affecting the work place and learning. An organization deals with these forces by incorporating a strategic training program because providing training improves professional conduct, improves job performance by teaching new techniques and skills and increase an organization’s productivity and customer satisfaction...
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...course will be to my learning objectives. I was able manage my time more effectively by using organization skills, keeping track of deadlines and taking important notes, this course has thought me how to avoid procrastination, and I was excited to see how well I understood and manage my coursework proficiently. I integrated new idea that will help me to become a better writer and will also be useful in my other courses. I had a great learning experience and with this opportunity I will be able to implement creative strategies for learning. After taking this course I now have a clear understanding of how beneficial it is to read and comprehend the information as well as how to become an effective writer. As a result, I believe that the concepts theories, and practical examples provided in this course will help me to become a successful learner. I felt as sense of excitement as I complete my daily writing objectives, and to see how rewarding it has been as a writer. Inventory: After completing the learning style inventory, it gave me a clear understanding of the type of learner and writer I am. I realize that I accomplish more when I work alone as an independent learner and I believe my strategy of learning helps me to avoid unnecessary distractions. I’m able to figure out the information that’s been illustrated which will allow me to understand the information in a more concise method. From the reading objectives, I learn that I had a different learning strategy which sometimes...
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...(2015/16) Code: FFMN009H4 Term: Autumn and Spring Day – Autumn Term: Tuesday or Saturday (Bloomsbury) Day – Spring Term: Saturday (Bloomsbury) Time: Weekday Evenings 18:00 to 21:00; Saturdays 10:00 Time: Room(s): TBC Code: {{module code}} Term: {{term}} to 17:00 {{day/s}} 6.00pm to 9.00pm Room: {{room}} Lecturers: Ian Harrison Peter Hirsch Keith Mattacks V1:06/07/2015 Table of Contents Personal Effectiveness – Module Overview............................................................................................ 2 Aims and Objectives................................................................................................................................ 2 Learning Outcomes ................................................................................................................................. 2 Key Readings ........................................................................................................................................... 2 Required Reading................................................................................................................................2 Recommended Reading ...................................................................................................................... 2 Journal Articles.................................................................................................................................... 2 Websites ....
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...CONTENTS 1) 2) 3) About Oxford Brookes University ....................................................................... 1 Eligibility ............................................................................................................ 2 Conversion arrangements ................................................................................. 4 3.a) ACCA exam conversion arrangements ....................................................... 4 4) Aims and outcomes ........................................................................................... 5 4.a) 4.b) 4.c) Programme regulations ............................................................................... 5 Programme learning outcomes ................................................................... 6 RAP learning outcomes............................................................................... 7 5) Assessment ....................................................................................................... 9 5.a) 5.b) 5.c) 5.d) Marking and moderation of your work ......................................................... 9 Assessment criteria ..................................................................................... 9 Resubmission rules ................................................................................... 11 Determination of class of degree ............................................................... 11 6) The role of the project mentor ................
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...• Where am I going? • How am I going to get there? (http://www.ciht.org.uk/en/education--training/continuing-professional-development/professional-development-plan.cfm). Nowadays, with significant changes in government policies and priorities affecting our industry and profession, the need for training to ensure that our skills are up to date and ready to meet these challenges is ever more important (http://www.ciht.org.uk/en/education--training/continuing-professional-development/professional-development-plan.cfm). The planning process for writing a PDP ensures that educators remain deeply committed to professional growth and will keep places that motivate and engage all students. Writing a PDP allows the educator to direct his or her own professional growth and determine how that growth will have an effect on student learning (http://dpi.wi.gov/tepdl/pdf/pdpteamtoolkit.pdf). A Professional Development Plan: • is a means to work with others to further the educator’s vision and goal and have an effect on student learning • addresses the needs of the individual educator by enhancing his or her knowledge and skills and thus the quality of student...
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...strategies that educators can implement when writing their personal philosophies. Also included in this paper are my belief statements on my personal philosophy on education. Lastly, my paper discusses the influences that have helped shaped my philosophy on education. “Your personal philosophy is not just a written statement. It is a perspective that involves your beliefs and values and becomes the basis from which you make decisions about what is important and about your role as an educator” (Armstrong, Henson, & Savage, 2009, p. 278). Through experience and research I wholeheartedly believe that developmentally appropriate practice is the best model for early childhood education. Children learn exceptionally well when in an environment that encourages play and exploration. Being a part of a preschool program it is my goal that the environment should provide experiences that are interactive and engaging for the age levels of the children it serves. Play is a powerful tool that benefits children’s intellectual, social, emotional, physical and language development. Writing a teaching philosophy can be a very daunting task, Montell (2003) suggests, “reflecting on what you don't like can give you insights about what you do like," and that can help you to define your own teaching philosophy and goals.” Therefore, below are various statements that I feel shape my philosophy on education. I believe that respectful, caring bonds with children and their families...
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