Learning Outcomes Based Curriculum Framework (LOCF): Concept Map for Different Disciplines Part II
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Learning Outcomes Based Curriculum Framework (LOCF): Concept Map for Different Disciplines Part II. Different disciplines include Mathematics and zoology.
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what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
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Outcome-based education (OBE) is an educational model that focuses on defining explicit learning outcomes that students should display by the end of educational experiences or programs. OBE involves designing curriculum backwards from clear definitions of knowledge, skills, and attitudes that learners should ideally possess. The key stages in developing an OBE model include establishing institutional outcomes, developing program outcomes aligned with institutional goals, and creating course learning outcomes linked to program outcomes. OBE emphasizes designing curriculum that is needs-driven, outcomes-focused, and learner-centered to ensure students can demonstrate achievement of defined learning objectives.
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262-CO-PO-Attainment.pdf
This document provides an assessment report of course outcomes and program outcomes for the Faculty of Applied Science at Inverities University. It begins with an introduction to outcome-based education and its importance. It then outlines the university's and applied science department's visions and missions. It describes the different levels of outcomes, including course outcomes, program outcomes, program specific outcomes, and program educational objectives. Finally, it discusses course outcome attainment and assessment methods.
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Mba education international 2012[2]
This document provides information about an MBA in Education (International) program hosted by Harrow International School in Bangkok, Thailand and run by Keele University in the UK. The part-time, semi-distance learning program involves 4 residentials over 18 months. It is aimed at educational professionals and includes 6 modules and a dissertation. The program director and administrators are based at Keele University while some teaching is provided in Asia.
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Here are potential learning outcomes from the perspective of a future TLE teacher:
1. Develop students' understanding of tools, materials, processes and their applications in technology and livelihood education.
1.1 Students will be able to identify and describe the basic hand tools used in woodworking.
1.2 Students will explain the proper use and safety procedures for operating woodworking machines like the band saw and drill press.
2. Cultivate students' skills in designing, planning and creating technological products and systems.
2.1 Students will demonstrate correct techniques for measuring, marking and cutting wood materials.
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1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
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SB.pptx
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Key questions are provided to guide curriculum development, such as reflecting institutional mission, ensuring employability, innovation, research, and addressing societal needs. Curriculums should be learner-centered, specify aims and learning outcomes, and allow for review and new knowledge.
CBCS gives credits for various components of learning, emphasizes student-centered learning, and offers course choices. Students can choose specialized subjects and skills-based electives. Curriculums integrate academics
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This document provides an overview of the Introduction to Computer Aided Design I (CAD I) course for grades 9-12. The course is designed to teach students how to use AutoCAD software to model construction projects and create basic 2D and 3D drawings. The pacing guide outlines 8 units that will be covered over the school year, including introductions to 2D and 3D modeling in AutoCAD, architectural drawing, 3D printing, and more. Students will develop skills in areas such as technical drawing, modeling, prototyping, and applying the design process. The overall goals are for students to understand how CAD is used in various fields and be prepared for further education in related areas.
Shift to educational focus from content to learning outcome
The document discusses the shift in education from focusing on content to learning outcomes. It outlines three key characteristics of outcome-based education: it is student-centered, faculty-driven, and meaningful. It also lists three procedures to implement outcome-based education: identifying educational objectives, listing learning outcomes for each objective, and drafting outcome assessment procedures. Finally, it discusses the different levels of outcomes in outcome-based education from institutional to course to learning outcomes.
Raimonda Markeviciene Introducing Lo
The document introduces learning outcomes and how they relate to the European Credit Transfer and Accumulation System (ECTS). It discusses how ECTS involves two key parameters: workload measured in credits and learning outcomes specified in terms of competencies. Learning outcomes and workload should be aligned and credits are awarded based on the typical workload needed to achieve specified learning outcomes. The document provides examples of learning outcomes at the program and course unit level, and offers guidance on writing learning outcomes and designing course units around intended learning outcomes and associated student workload.
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The document outlines the new teacher education curriculum in the Philippines that is anchored on outcome-based education. It discusses the desired learning outcomes, competencies, course contents, pedagogical approaches, and assessment methods of the new curriculum. The curriculum aims to develop quality teachers with 10 key competencies. It introduces new degree programs, enhances experiential learning courses, and ensures all teachers are trained to use technology. The curriculum components of outcomes, content, teaching methods, and assessment are designed to be constructively aligned to achieve the desired learning outcomes.
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the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
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- 2. Key Concepts 1. Graduate Attributes 2. Qualification Descriptors 3. Programme Learning Outcomes 4. Course Learning Outcomes
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- 7. B.A./B.Sc. (Honours) Mathematics & B.A./B.Sc. with Mathematics as a Subject
- 9. Bachelor’s Degree Programme in Zoology
- 11. Sources https://www.ugc.gov.in/pdfnews/4540979_LOCF- Final_Mathematics-report.pdf https://www.ugc.gov.in/pdfnews/4082171_Zoology.pd https://www.ugc.gov.in/pdfnews/2142241_NHEQF- Draft.pdf
- 12. Thank You