Logic design lerning outcomes
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LOGIC DESIGN LERNING OUTCOMES. FIRST THINGS FIRST. Update 1 : May 2012. CONTENTS. PROGRAM OUTCOMES INTRODUCTION TO «LOGIC DESIGN» LEARNNING OUTCOMES COURSE ASSESMENT MATRIX CONCLUSION. PROGRAM DESIGN. DEPT, PROGRAM. G R A D U A T E S T U D E N T. STUDENT. P R O G R

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Logic design lerning outcomes

LOGIC DESIGN LERNING OUTCOMES

FIRST THINGS FIRST

Update 1: May 2012

Logıc Design First Hour


Contents

CONTENTS

  • PROGRAM OUTCOMES

  • INTRODUCTION TO «LOGIC DESIGN» LEARNNING OUTCOMES

  • COURSE ASSESMENT MATRIX

  • CONCLUSION

EE0221


Logic design lerning outcomes

PROGRAM DESIGN

DEPT, PROGRAM

G

R

A

D

U

A

T

E

S

T

U

D

E

N

T

STUDENT

P

R

OG

R

A

M

O

U

T

C

O

M

E

S

PROGRAM OUTCOMES

P

R

OG

R

A

M

O

U

T

C

O

M

E

S

STATE, ENTREPRENEUR

FIELD

QALIFICATIONS

EU/NATIONAL QUALIFICATIONS

KNOWLEDGE

SKILLS

COMPETENCES

NEWCOMERSTUDENT

ORIENTIATION

GOVERNANCE

Std.

questionnaire

ALUMNI, PARENTS

ORIENTIATION

STUDENT

PROFILE

Std.

questionnaire

FACULTY

NGO

STUDENT,

???

CIRCICULUM

???

INTRERNAL CONSTITUENT

Std.

questionnaire

EXTRERNAL CONSTITUENT

EXTRERNAL CONSTITUENT

REQUIREMENTS

EU/NATIONAL

FIELD QUALIFICATIONS

PROGRAM OUTCOMES

QUESTIONNAIRES

QUALITY IMP. TOOLS

Ertuğrul Eriş

GOAL: NATIONAL/INTERNATIONAL ACCREDITION


Logic design lerning outcomes

QUALIFICATION FRAMEWORK

QF-EHEA ve EQF-LLL

Çıktı

EU QUALIFICATION FW.

AB

Recognition,

NATIONAL QUALIFICATION FW.

YÖK

müh – tıp –mim

ABET(müh:a-k)

QAA (UK), MÜDEK

FIELD QUALIFICATIONS

YÖK

stakeholders, AB

ecpectations

PROGRAM OUTCOMES

DEPT.

COURSE/PROGRAM

ASSESMENT MATRİX

Bloom taxonomy

ölçülebilirlilik

DEPT.

Instructional

Corporative PBL

METHODS

DEPT.

FEEDBACK/

MEASUREMENT

Oriontation questioners

DEPT.

CONTINOUS QUALITY

IMPROVEMENT

İNT./NATIONAL

Acreditation

DEPT.

Ertuğrul Eriş

4


Logic design lerning outcomes

PROGRAM OUTCOMES

  • SOURCES

    • GLOBAL/EU/NATIONAL QUALIFICATIONS

      • These qualifications are common

        • Art&design, Law, engineering

      • EU/YOK prepared the related documents (shown here)

    • FIELD QUALIFICATIONS

      • Specific to a profession such as engineering, architecture

      • YOK determined these outcomes

      • Similiar to ABET (American Board of Engineering and Technology) for engineering

    • EXTERNAL STAKEHOLDERS PROPOSALS

      • Departmental function

      • Could contribute as a diferentiating factor

Ertuğrul Eriş


Bloom s taxonomy anderson and krathwohl 2001

BLOOM’S TAXONOMYANDERSON AND KRATHWOHL (2001)

!!Listening !!

http://www.learningandteaching.info/learning/bloomtax.htm

Logıc Design First Hour


Logic design lerning outcomes

ÖĞRENİM PROGRAMI OLUŞTURULMASI

BÖLÜM, PROGRAM

M

E

Z

U

N

Ö

Ğ

R

E

N

C

İ

ÖĞRENCİ

P

R

OG

R

A

M

Ç

I

K

T

I

L

A

R

I

PROGRAM ÇIKTILARI

P

R

OG

R

A

M

Ç

I

K

T

I

L

A

R

I

DEVLET, ÖZEL SEKTÖR

ALAN

yETERLİKLERİ

AB/VE ULUSAL YETERLİKLER

BİLGİ

Knowledge

BECERİ

Skills

KİŞİSEL/ MESLEKİ YETKİN

LİKLER

Competences

YENİ ÖĞRENCİ

ORYANTASYON

Yönetim,

idare

öğ

anket

MEZUNLAR, AİLELER

ORYANTASYON

Öğrenci

Profili

Öğ.

anket

Öğ. elem

MESLEK OD, NGO

ÖĞRENCİ, ÜRÜN

?ÖĞRENİM

PROGRAMI?

İç Paydaşlar

Ders

öğ.

anket

DIŞ PAYDAŞLAR

DIŞ PAYDAŞ GEREKSİNİMLERİ

AB/ULUASAL

ALAN YETERLİLİKLERİ

PROGRAM ÇIKTILARI

Çıktılar için veri top ve değerlendirme

İyileştirmearaçları

Logıc Design First Hour

SONUÇ: ULUSAL/ULUSLARARASI AKREDİTASYON


Logic design lerning outcomes

ULUSAL LİSANS YETERLİLİKLER ÇERÇEVESİ

BLOOMS TAXONOMY

Logıc Design First Hour


Logic design lerning outcomes

ABET MÜHENDİSLİK ALAN YETERLİLİKLERİ

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Logıc Design First Hour


Devre anal z de erlend rme matr s

DEVRE ANALİZİ DEĞERLENDİRME MATRİSİ

ÖĞRENİM ÇIKTILARI

Logıc Design First Hour


Bologna s rec program zet

BOLOGNA SÜRECİ/PROGRAM:ÖZET

DERS ÖĞRENİM ÇIKTILARI

DERS DEĞERLENDİRME MATRİSİ SATIR:

LİSANS YETERLİKLERİ

MÜHENDİSLİK

ALAN YETERLİKLERİ

DERS DEĞERLENDİRME MATRİSİ SÜTUN

Logıc Design First Hour


Bacholar degree qualifications framework

BACHOLAR DEGREE QUALIFICATIONS FRAMEWORK

  • KNOWLEDGE (BİLGİ)

  • SKILLS (BECERİ)

  • COMPETENCES

    (KİŞİSEL VE MESLEKİ YETKİNLİKLER)

Logıc Design First Hour


Bloom s taxonomy

BLOOM’S TAXONOMY

Anderson and Krathwohl (2001)

Bloom, 1956

http://www.learningandteaching.info/learning/bloomtax.htm

Logıc Design First Hour


Knowledge

KNOWLEDGE

  • LEARNING OUTCOMES Dersin hedefleri

  • ADVANCED KNOWLEDGE INVOLVING A CRITICAL UNDERSTANDING OF THEORIES AND PRINCIPLES

Logıc Design First Hour


Skills

SKILLS

  • ADVANCED SKILLS

  • DEMONSTRATING MASTERY AND INNOVATION

  • REQUIRED TO SOLVE COMPLEX AND UNPREDICTABLE PROBLEMS

Logıc Design First Hour


Competences genel k sel ve meslek yetk nl kler

COMPETENCES-GENEL(KİŞİSEL VE MESLEKİ YETKİNLİKLER )

  • MANAGE COMPLEX TECHNICAL OR PROFESSIONAL ACTIVITIES OR PROJECTS,

    • TAKING RESPONSIBILITY FOR DECISION-MAKING IN UNPREDICTABLE WORK AND STUDY CONTEXTS

  • TAKE RESPONSIBILITY FOR MANAGING PROFESSIONAL DEVELOPMENT OF INDIVIDUALS AND GROUPS

Logıc Design First Hour


Independent and team worker

INDEPENDENT AND TEAM WORKER

  • BE ABLE TO WORK INDEPENDENTLY AS WELL AS A TEAM MEMBER

  • BE ABLE TO WORK AS A TEAM MEMBER

    • No explotation

    • Contribution

Logıc Design First Hour


Learning qualification

LEARNING QUALIFICATION

  • NOT SOLVED PROBLEMS

    • No memorising

  • UNPREDICTABLE PROBLEM SOLVING

  • LIFE LONG LEARNING

Logıc Design First Hour


Effective communication

EFFECTIVE COMMUNICATION

  • ORAL COMMUNICATION

    • Exam answers

  • ORAL COMMUNICATION

    • Questions/Answers in class

Logıc Design First Hour


Individual and professional comppetences

INDIVIDUAL AND PROFESSIONAL COMPPETENCES

  • Respect to Human Rights

    • Whispering in class, avoid friends listening

    • No listenning

  • RESPECT TO ENVIOREMENT

    • Teadiness

    • Energy

  • ECONOMICAL CONSIDERATIONS

Logıc Design First Hour


M hend sl k alan yeterl l

MÜHENDİSLİK ALAN YETERLİLİĞİ

  • BÜTÜN MÜHENDİSLİK PROGRAMINDAN LİSANS MEZUNLARINDA OLMASI GEREKEN KAZANIMLARI

  • AVRUPANIN BİR BELGESİ YOK

  • ŞİMDİLİK ÜLKE BAZINDA DEĞİŞİYOR

  • ABD’DE KABUL GÖREN ABET (American Board of Engineering and Technology)

  • BİZİM UYGULADIĞIMIZ “ABET”

Logıc Design First Hour


Abet m hend sl k alan yeterl l kler

ABET MÜHENDİSLİK ALAN YETERLİLİKLER

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs

within realistic constraints such as economic, environmental, social, political, ethical,

health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand

the impact of engineering solutions in a global, economic, environmental,

and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice.

Logıc Design First Hour


Field qualifications 1

FIELD QUALIFICATIONS-1

  • PREPARED BY YOK

    • 2011,

Ertuğrul Eriş


Field qualifications 2

FIELD QUALIFICATIONS-2

  • http://bologna.yok.gov.tr/index.php?page=news&read=42

Ertuğrul Eriş


Field qualifications 3

ULUSAL LİSANS YETERLİLİKLER ÇERÇEVESİ

FIELD QUALIFICATIONS-3!!!

Ertuğrul Eriş

http://tyyc.yok.gov.tr/?pid=48


Logic design lerning outcomes

ABET ENGINEERING

FIELD OUTCOMES

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

EE0221


Bloom s taxonomy anderson and krathwohl 20011

BLOOM’S TAXONOMYANDERSON AND KRATHWOHL (2001)

!!Listening !!

http://www.learningandteaching.info/learning/bloomtax.htm

EE0221


Bloom s anderson and krathwohl taxonomy nouns verbs

Bloom’s / Anderson and KrathwohlTAXONOMY: NOUNS/VERBS

Ertuğrul Eriş


Ee33201 course assesment matrix

EE33201 COURSE ASSESMENT MATRIX


Bologna program summary

BOLOGNA PROGRAM:SUMMARY

COURSE LEARNING OUTCOMES

COURSE ASSESMENT MATRIX ROWS

:

BACHELOR QUALIFICATIONS

ENGINEERING FIELD OUTCOMES

COURSE ASSESMENT MATRIX COLUMN

EE0221


Logic design lerning outcomes

EE0221


Feedback for course assesment matrix student questionaire

FEEDBACK FOR COURSE ASSESMENT MATRIX: STUDENT QUESTIONAIRE

  • Program outcomes

  • Course learning outcomes

  • Teacher

  • Student questıonaire

    • Available at «Course WEB» side

    • Any time could be filled up

    • Could be submitted at the end of the semestr

EE0221


Attandence

ATTANDENCE

  • Statistical purposes only, no grades!

  • 15 weeks*4=60 hours/semestr study

  • discontinuity could cause total lost!!

EE0221


Exams

EXAMS

  • Midterm

    • Only one, %40

  • Final

    • %60

EE0221


Other issues

OTHER ISSUES

  • CHEATING (KOPYA)

    • Ethical issue, diciplinary action

  • EXCUSE EXAM

    • Not recommended

  • COMPLAINTS ON GRADES

    • Result could either be decreased/increased if a miscalculation exists

    • MIDTERM

      • If the grade unexpected, first the solutions should be studied, then could see the exam paper

    • FINAL

      • Could not see the exam paper

EE0221


Course web side

COURSE WEB SIDE

  • All the course materials are available on this side

  • Link:

    • http://web.iku.edu.tr/courses/ee/ee3202/

EE0221


Conclusion

CONCLUSION

  • Learning

    • is a process ,takes time

    • Requires continious effort

  • Students’ Way of problem solving in their future life will be different

    • for those who earned learning outcomes

    • And for those who do not earned learning outcomes

EE0221


Notlarin de m

NOTLARIN DEĞİŞİMİ

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Notlarin da ilimi

NOTLARIN DAĞILIMI

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2009 10 yilina l k n ba ari ortalamasi ile devam uyumu

2009-10 YILINA İLİŞKİN BAŞARI ORTALAMASI ILE DEVAM UYUMU

Öğrenciler

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