A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.

1. Improving HKU Programmes through an OBASL Approach: A Case from the Faculty of Education May, 12, 2010. Daniel Churchill, Faculty of Education Diane Salter, CETL

2. Program Development The Process Critical Success Factors Roles The Internal Process Faculty of Education Example CETL - How We Can Help

3. Model of OBASL What you want your students to learn: Aims and Learning Outcomes How you want your students to learn: Teaching and Learning Activities aligned with LO How you will judge how well your students have learned: Assessment methods and Standards aligned with LO

4. How to develop or ‘rethink’ a programme….

5. Considerations for Determining Program Learning Outcomes? PROGRAM LEARNING OUTCOMES

6. Considerations for Determining Program Learning Outcomes? HKU AIMS External Accrediting Bodies OTHER?? PROGRAM LEARNING OUTCOMES Employment Opportunities Current Trends/Needs Logistical issues Faculty, space, etc

7. Critical Success Factors Document Management Teamwork The Vision Project Management Templates & Examples

8. Creating Exceptional Student Experiences…. The Vision Program Learning Outcomes Strengths and Shortcomings of Current Programme/Courses Strategic direction of dept. and HKU aims External Accreditation Issues

9. Project Management Define project scope Develop project plan Identify required resources Assign accountability and authority

10. Teamwork Programme Teams Communicate a shared vision Define roles and responsibilities Assign work Create and maintain a level of excitement

11. Templates & Examples Promote efficiency, consistency and the ability to repeat Learn from others

12. Document Management Share material Ensure safe storage Minimize administrative challenges Online databases Ready for QA processess

13. Curriculum Designer Project Managers Subject Matter Experts Researchers Production Support

14. University Aims University Level Learning Outcomes Program Level Learning Outcomes (PLO’s) Examples Course Level (CLO’s) Course Level (CLO’s) Course Level (CLO’s)

15. Document Management Teamwork The Vision Project Management Templates & Examples Success Implement and Evaluate and Revise – Process begins again..

16. Outcomes-based Approach At the Course Level Intendedoutcomes What do we expect ourstudents tobe able to door demonstrateas a result ofthe learning? Content What specificknowledge,skills and attitude dothey need tolearn to achieve theoutcomes? Teaching & Learning What are themost appropriateteaching andlearning methods for helping students to achieve theoutcomes? Assessment What methods of assessment are most suitable for measuring students’ attainment of the outcomes?

17. Programme Revised IT in Education Programme for School Leaders, Instructional Designers, Multimedia Designers, Project Managers, Educators, Corporate Trainers, Publishers…

18. WG to develop PLO Present to Programme Committee for Endorsement Student Consultative Committee Consultation External Examiner Consultation Revise the Curriculum Write Individual Modules MSC[ITE] REVISION PROCESS Develop LO Map Develop Assessment Promotion and Marketing Individual module documentation

20. Are PLOs subset of Educational Aims?

21. Develop a coherent set of PLOs to cover the programme

22. Current programme structure made this impossible

24. Revised MSc Structure

25. Programme Learning Outcomes

26. Writing Learning Outcomes * From Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

27. Consultations regarding changes Present proposal to the programme committee meeting Student consultative committee consultation Past and current external examiner consultations Consolation with CETL

28. Revise the Curriculum Revise syllabus document Secure Faculty Board endorsement Ready for implementation in September 2010

29. Write Individual Modules Teachers tasked to write/revise module descriptions (to be included in the syllabus document) Write Module Learning Outcomes

30. Write Individual Modules Relate Learning Outcomes to Educational Aims

31. Develop LO Map See the distributed document 1 Why develop this document? Align curriculum around PLOs Examine redundancies Develop a system that would lead to further development

32. Develop Assessment Design assessment items that evaluate achievement of LO Understand how assessment builds across modules leading to achievement of PLOs Examine possible redundancies in assessment

33. Alignment

34. Develop Module Documentation Module Outline Document Clear communication of goals and expectations Links between LOs, assessment and content See example of a Module Outline that is distributed (document 2)

35. Progression Path

38. Examine possibilities for e-learning mode of delivery

39. Link LOs to specific resources (e.g., content from RISAL – see http://risal.cite.hku.hk )

40. Revise second programme – MSc (Library and Information Management)