OBA Funding 2007-08

1. Funding for Promoting Outcome-Based Approaches in Student Learning (OBA Fund)Workshop Series to Help You Prepare Your OBA Project ProposalDesigning Effective Teaching and Assessment for Achieving Intended Learning OutcomesAngela HO, EDC18 December 2007

2. OBA Funding 2007-08 • $10m for 2007-08, $400,000 ceiling per project • Deadline for application 31 January 2008 • Team projects will be preferred to individual projects • Themes for this round of funding (= priority): • Designing effective methods for guiding students to achieve learning outcomes • Integrating generic outcomes into formal curriculum • Assessing professional and generic programme outcomes • Reviewing the alignment and mapping of subjects to programme outcomes

3. OBA project proposals on aligning teaching and assessment with intended learning outcomes

4. Designing effective methods for guiding students to achieve learning outcomes From the Call for Proposals • The ultimate goal of OBE is that students will achieve the intended learning outcomes. • However, it is often noted that conventional teaching and assessment methods are seldom effective in bringing about intended outcomes valued by today’s employers. • ‘Developing all-round students with professional competence’ is the overarching goal of all PolyU programmes. • Creative efforts to develop, pilot and evaluate teaching and assessment methods which are aligned with intended learning outcomes of the programmes are greatly encouraged.

5. Teaching and assessments methods in PolyU Reviewer comments in the Curriculum Revision exercise • Some good teaching and learning methods. But cannot see how the teaching and learning methods are aligned with intended learning outcomes. • Only a mere listing of different assessment methods for different subjects. Cannot see how different assessment methods assess achievement of the intended outcomes.

6. Curriculum Revision to adopt OBE Not every teaching & assessment method is universally suitable for every types of learning outcomes • Identifyteaching & learning methodsjustify they are conducive to the attainment of intended outcomes • Identifyassessment methodsjustify they are appropriate for assessing intended outcomes

7. Support Aligning Teaching & Assessment with Intended Learning Outcomes Intended Learning Outcomes Teaching & Learning Activities Assessment Methods Ensuring attainment of intended learning outcomes ‘All-round students with professional competence’

8. PolyU outcome: ‘Preferred graduates’ and‘All-round students with professional competence’ Discuss in your group • What the professional context is like? • What does professional competence mean?

9. The professional context • performance based • ill-defined problems • team work efforts • diverse solutions

10. Professional competence is functioning Knowledge Functioning KnowledgeAble to judge what knowledge / skills to apply Able to apply such knowledge / skills effectively Able to solve real-life problems with the know/sklls Conditional Knowledge Academic Knowledge (high level understanding) Procedural Knowledge (applied understanding) Model of types of knowledge (Biggs)

11. Levels of understanding

12. Effective teaching / learning methods for developing all-round students with professional competence Group discussion • Identify the characteristics of teaching / learning methods which are conducive to the development of all-round students with developing professional competence

13. 3 review Questions for teaching/learning methods • How related to the real life? • How active is it? (The Active Classroom paper) • Thinking • Task-based • Teamwork • Transcendent (beyond the normal classroom) • What learning outcomes does it promote?

14. Desirable Features Active learning which promotes Thinking Team work Task-based learning Transcendence beyond the classroom Related to real-life Some examples Interactive lectures Tutorials Case-based learning Problem-based learning Experiential learning Simulations, role play Laboratory work Fieldwork Projects Peer-tutoring Self-directed learning Web-based discussion … Teaching methods conducive to the development of ‘all-rounded students with professional competence’

15. Aligning teaching / learning methods with intended outcomes

16. Aligning teaching / learning methods with intended outcomes

17. Aligning teaching / learning methods with intended outcomes

18. Aligning teaching / learning methods with intended outcomes

19. Assessment methods appropriate for assessing all-round students with professional competence Group discussion • Identify the characteristics of assessment methods which are appropriate for assessing all-round development and professional competence

20. 3 Review Questions for assessment methods • What outcomes are assessed? • What level of understanding is assessed? • How authentic is the task?

21. Desirable features Assessing application of knowledge instead of memory of knowledge Solving real-life or near real-life problems Requiring high level understand Some Examples Open-book exams Authentic case questions Individual or team projects Presentations Reflective journals Portfolio Self and peer assessment Practicum Learning contracts …. Assessment methods appropriate for assessing all-round development & professional competence

22. Methods mainly assessing knowledge

23. Assessing performance of competence

24. In-kind support projects on aligning teaching and assessment with intended learning outcomes

25. Teaching & Assessing Thinking Skills & Global Outlook:The Case of a Subject in Intimate Apparel Dr Joanne Yip (ITC)

26. Subject Outcomes for ITC4612 Professional/ Academic Knowledge & Skills • Analyse the characteristics & functional performance of various textile materials & accessories for intimate apparel; & be able to integrate the fashion material; latest technologies & technical innovations for intimate apparel design & development. • Critically synthesise & upgrade the technological processes of producing various textile materials & accessories in response to the future needs of the international & local markets. • Assess the quality influence of various materials on the performance of intimate apparel products & devise optimal solutions for the problems arising from design, development & manufacturing aspects.

27. Subject Outcomes for ITC4612(cont’d) Attributes for All-Roundness • Extend & expand ideas from the range of materials & technologies available for intimate apparel so as to further develop their creativity, critical thinking & analytical skills towards product analysis & evaluation, in response to dynamic & competitive environment; and • Employ convergent & divergent thinking in the process of intimate apparel design, development & evaluation, in response to self-initiated or externally set challenges.

28. Challenges for the teacher Characteristics of the intended outcomes • High level thinking skillse.g. analyse, synthesise, critical thinking, creativity • High expectation for professional competencee.g. assess, devise, upgrade Characteristics of the subject matter • A lot of information about different types of textiles and accessories Simple delivery of information is misaligned with the high level intended learning outcomes!

29. The ‘Materials library’ group assignment • 4- 5 students per group • Design and development a materials library searching system • fabrics, trims & accessories used for intimate apparel • User friendly searching system • The system can be used by designer, pattener, purchaser and merchandiser • Build a real mini-library • Collect trendy and innovative materials from the market

30. Learning outcomes for the ‘Materials Library’ Professional/ Academic Knowledge and Skills • Analyze the characteristics of various textile materials & accessories for intimate apparel • Categorize various textile materials & accessories • Be able to integrate the fashion materials for intimate apparel design & development

31. Learning outcomes for the ‘Materials Library’(cont’d) Attributes for All-Roundness • Analytical skill & critical thinking– collect information, materials analysis & evaluation • Teamwork & leadership– working in group, planning a project, doing a project, presentation, communicating with group members, making group decisions, handling disagreements, becoming a leader in a group • Presentation skills– present materials library system in written report, materials collection & oral presentation. • Creativity– New and innovative materials for intimate apparel

32. Teaching management skills in large class through the Jigsaw methodwith self- and peer-assessmentBRE2921 Management for Construction & Real EstateDr Linda Fan (BRE)

33. Intended learning outcomes for BRE2921 • Understanding of management concepts • Solving managerial problems (the case-problems) • People skills which are important for management • Team work • Leadership • Decision making • Communication • Learning abilities • Active learner in peer teaching and peer learning • Reflective learner

34. Linda’s concern Context of the subject: • 140 students • one-way lecture in a large classroom How can students develop management skills (‘person’ skills) and active learning abilities in one-way large-class lectures?

35. Jigsaw Method working on Case Studies • Students form Learning GroupsLinda’s case: 4 Learning groups with 8 students in each groupe.g. Learning Group A - students A1, A2, A3, A4, A5, A6, A7, A8 • Expert Groups formed with representatives from each Learning Groupe.g. Expert Group 1: students (A1, A2) (B1, B2) (C1, C2) (D1, D2) • Each Expert Group work collaborately on 1 topic through case studiesLinda selected 4 topics: Planning, Controlling, Organising & Communication • ‘Experts’ go back to Learning Groups to conduct peer-teaching Collaborative team work on authentic cases (addressing outcomes 1, 2, 3, 4)

36. Aligning assessment with intended learning outcomes 10%Group-answer quiz for a critical mind(outcomes 1, 3) 20%2 case reports with peer- and self- assessment on presentation(outcomes 1, 2, 4) 20%Learning Portfolioencouraging reflective learning(outcomes 3, 4) 50% Final examination(outcomes 1, 2)

37. Support Aligning teaching & assessment with intended learning outcomes • Jigsaw method • case studies • Management knowledge & skills • Independent learning skills • Group-answer quiz • Case presentation with peer & self assessment • Reflective portfolios

38. Developing and Assessing Problem Identification & Problem Solving Abilities through‘Incident Analysis’Sandy Tang (BRE)

39. The intended learning outcome Domain specific knowledge • Able to appreciate the concept and techniques of cost control and risk management. [Conceptual knowledge] • Able to comprehend the contractor’s approach and the developer’sapproach to cost management. [Application in practice] Generic competence • Able to apply critical thinking skill to identify and analyze ill-structured problem. [Problem solving skill] • Able to reflect on learning experience to enhance his / her professional competence. [Life-long learning]

40. Misalignment of conventional case study (Sandy’s observation) Nature of cost management in construction • complex & heterogeneous project environment. Conventional case study formulated by teacher • well-structured, simplified (not real life) • confined to the knowledge/prior experience of the teacher (not heterogeneous enough) Learning outcomes achieved (or not) via conventional case studies • Academic competence in transferring knowledge from books to the discussion of well-structured and familiar problem. • Critical thinking skill in analyzing and solving unfamiliar problem.

41. The Incident Analysis [ An incident refers to an event that leads to a major variation to the budget /contract] You are required to identify and conduct a case study of cost management process in a developer or a contractor organization. The case study shall include the following aspects: • The particulars of the project and background of the organization. • A general description of the cost management or risk management procedure for the project. • A cost conciliation analysis of major variations and discussion on the critical issues attributing to such variations to the budget. • A recommendation of cost management system or risk management system with reference to the critical issues discussed.

42. Enhancing authenticity Heterogeneity [Problem formulation may be confined to the knowledge or prior experience of the teacher] • Critical incidents were solicited from a wide spectrum of real life projects(80 critical incidents from 20 projects) • The critical incidents captured the current issues in the industry. Problem identification [Student are instructed to solved a well-structured problem] • The students were requested to identify the critical incidents through a cost reconciliation analysis • The students needed to exercise their critical thinking skill to distill and interpret the critical issues attributing to the variation to the budget.

43. Enhancing authenticity Complexity and practicality [Context of the problem may be confined to the description of the case] • The students were explicitly requested to examine • the background of the project and the organization • the procedure in use. • The rich context provides • a holistic insight to the practice in workplace and • a reference point to challenge the practically and relevancy of their recommendation.

44. Enhancing authenticity Information strategy [Student tend to rely on books and internet for problem solving] • The students needed to obtain access to project information through social network • Sharing of tacit knowledge occurred during the “story telling” by the practitioner.

45. Department-EDC Collaboration In Implementing Outcome-Based Approaches to Teaching, Learning & Assessment Reforming Large-class Lectures & Assessment to Enhance Knowledge Application Theresa Chan & Students (ITC) Angela Ho (EDC) Miranda Fung (EDC) Kenneth Tam (EDC)

46. Introduction to Fashion & ApparelEssential Garment Construction • Intended learning outcomes: • Appraise a fundamental fashion design • Develop principle knowledge and skills involved in pattern preparation • Apply garment construction knowledge to the production of garments • Function and communicate effectively and professionally in the industry

47. Is it THE ONLY WAY to teach – topic by topic and with piles of notes? Challenges for many teachers • Teach a subject which is information-loaded • Teach something rather technical in lectures • Have a large class in a lecture hall

48. From knowledge to application

49. Insights from Theresa’s experience • Many constraints can be overcome; many accustomed beliefs can be challenged • Lecturing in lecture theatre? • Learning takes place in classroom? • Hands-on activities are not possible with large class? • Students can learn independently • Independent study needs support & orientation • provide a framework & aligned assignment

50. Conclusion It is possible to facilitate development of high-level outcomes in large-class teaching (e.g. application of knowledge) Intended Learning Outcomes Alignment Teaching & Learning Assessment