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LEARNING OUTCOMES. Prof. Dr. Petek Aşkar Department of Sociology İzmir University of Economics. At the end of the seminar, the participant will be able to:. Define Learning Outcomes ( LO) Explain the role of LO in the Bologna process. List the properties of LO.

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Learning outcomes

LEARNING OUTCOMES

Prof. Dr. Petek Aşkar

Department of Sociology

İzmir University of Economics


At the end of the seminar the participant will be able to
At the end of the seminar, the participant will be able to:

  • Define Learning Outcomes ( LO)

  • Explain the role of LO in the Bologna process.

  • List the properties of LO.

  • Construct the LOs of his/ her course.

  • Evaluate the LOs.

P. Askar- IEÜ


Outline
Outline to:

  • What is LO?

  • What is LO’s position in the Bologna process?

  • What are the properties of LOs?

  • The classification of LOs ( Taxonomies)

  • LO examples

  • LO writing and evaluation

  • The role of LOs in the teaching-learning process.

P. Askar- IEÜ


What is lo
What is LO? to:

  • Learning outcome is a statement of what is expected that the student will be able to do as a result of learning activity

    ( Jenkins and Unwin, 2001).

  • Learning outcomes are statements of what a learner is expected to know, understand or be able to demonstrate after completion of a process of learning ( ECTS Users’ Guide , 2005).

P. Askar- IEÜ


What is the role of lo in the process of bologna
What is the role of LO in the process of Bologna? to:

Qualifications should be written in terms of learning outcomes.

Shifting from teaching to learning.

Student expected outcomes not the teachers or teaching activity.

Students are the main focus and beneficiary

P. Askar- IEÜ


The properties of lo
The properties of LO to:

  • For every statement there should be only one verb.

  • Observable, measurable and assessable.

  • Student is expected to do not the teacher.

  • For every course 5-8 LOs

  • Should be related to program qualifications.

P. Askar- IEÜ


The framework bologna
The Framework _ Bologna to:

  • European Qualification Framework

  • National Qualification Framework

  • Discipline/ Subject Area Qualification Framework

  • Programme Qualifications/ Outcomes

  • Student Learning Outcomes for the courses, student workload and ECTS

P. Askar- IEÜ


Framework of qualifications
Framework of Qualifications to:

  • Knowledge

  • Skills

  • Competencies

    • Work independently and take responsibility

    • Learning competency

    • Communication and Social Competencies

    • Subject Area specific competencies

P. Askar- IEÜ


Basic concepts knowledge
Basic Concepts- Knowledge to:

  • Knowledge : The facts, concepts, rules, principles, approaches and applications of a given domain.

P. Askar- IEÜ


Basic concepts skills cognitive
Basic Concepts – Skills to:( Cognitive)

Analysing

Classifing

Summarizing

Critical thinking

Confict resolution

Questioning

Problem solving

Comparison

Evaluation

Information gathering

Decision making

Observation

Generalization

P. Askar- IEÜ


Skills psychomotor
Skills- Psychomotor to:

Designing

Performing

Sketching

Demonstrating

Constructing

P. Askar- IEÜ


Basic concepts competence
Basic Concepts - Competence to:

  • A dynamic combination of attributes, abilities and attitudes

    • Work independently and take responsibility

    • Learning competency

    • Communication and Social Competencies

    • Subject Area specific competencies

P. Askar- IEÜ


Lo classifications taxonomies
LO Classifications (Taxonomies) to:

  • The outcome-based approach can be traced back to the work of the behavioral objectives movement of the 1960s.

  • Bloom’s Taxonomy of educational Objectives ( 1956) was the first attempt to classify LOs.

    • Cognitive Domain, Affective Domain and Psychomotor Domain

P. Askar- IEÜ


Bloom s taxonomy cognitive domain
Bloom’ s Taxonomy- Cognitive Domain to:

  • Remembering

  • Understanding

  • Application

  • Analysis

  • Evaluation

  • Creation

P. Askar- IEÜ


Lo examples
LO EXAMPLES to:

P. Askar- IEÜ


Lo to be able to compare
LO: To be able to compare ............. to:

  • Identify the property

  • List the similarities

  • List the differences

P. Askar- IEÜ


Lo to be able to sove problems
LO: To be able to sove problems to:

  • Analysing

  • Observing

  • Measuring

  • Choosing a strategy

  • Applying

  • Finding the solution

  • Checking the solution

P. Askar- IEÜ


Lo to be able to develop a product
LO: To be able to develop a product to:

  • Design

  • Planning

  • Sketching

  • Constructing

  • Testing

P. Askar- IEÜ


Formats
Formats to:

P. Askar- IEÜ

---------defines, explains, evaluates, interpretes

Ability to define, ability to explain, ability to evaluate, ability to interpret

..... will be able to define, will be able to explain, will be able to evaluate *

*format of IEU


Evaluation of los
Evaluation Of LOs to:

P. Askar- IEÜ


Learning outcomes
1. (-) to:

At the end of the course the students will become competent on the terminology and concepts of..........

P. Askar- IEÜ


Learning outcomes
2. (-) to:

  • .......... understand the subject matter and find the relationship between concepts and problems.

P. Askar- IEÜ


Learning outcomes
3. ( +) to:

  • .......... develop an analytical template for analyzing the problems.

P. Askar- IEÜ


Learning outcomes
4. ( -) to:

  • .............to be aware of the terminology and the concepts.

P. Askar- IEÜ


Learning outcomes
5. ( +) to:

  • .... will be able to apply knowledge of .........in .............

P. Askar- IEÜ


Learning outcomes
6. (+) to:

  • ........will be able to compare the different................models.

P. Askar- IEÜ


Learning outcomes
7. ( +) to:

  • ........... to participate in class discussions.........

P. Askar- IEÜ


Learning outcomes
8. (+) to:

  • ....will be able to carry out a task with few errors.

P. Askar- IEÜ


Roles of lo in the teaching learning process
Roles of LO in the teaching-learning process to:

  • Teachers tell students more precisely what is expected from them.

    . Teachers design their teaching- learning environment and develop materials

  • Teachers prepare their exams, assessment materials.

  • Students and teachers get more feedback about the weaknesses and strengths

P. Askar- IEÜ


Old form on successful completion of this course students will
Old Form: to:On successful completion of this course, students will:

understand the methodology of modeling real life systems by lumped circuit models; be able to analyze DC resistive circuits using network theorems such as superposition, Thevenin’s Theorem, and Norton’s Theorem; be able to analyze circuits comprised of resistors, capacitors, inductors and opamps; have learned how to use Laplace transforms for the analysis of circuits in the sdomain; be able to analyze basic RC, RL, and RLC circuits through the use of Laplace transform techniques; have learned how to use basic laboratory equipment, construct simple electric circuits and make measurements in the laboratory.

P. Askar- IEÜ


Itemized form on successful completion of this course students will
Itemized Form: to:On successful completion of this course, students will:

  • understand (explain) the methodology of modeling real life systems by lumped circuit models;

  • be able to analyze DC resistive circuits using network theorems such as superposition, Thevenin’s Theorem, and Norton’s Theorem;

  • be able to analyze circuits comprised of resistors, capacitors, inductors and opamps;

  • have learned how to use Laplace transforms for the analysis of circuits in the sdomain;

  • be able to analyze basic RC, RL, and RLC circuits through the use of Laplace transform techniques;

  • have learned how to use basic laboratory equipment,

  • construct simple electric circuits and

  • make measurements in the laboratory.

P. Askar- IEÜ


Modified form on successful completion of this course students will be able to
Modified Form- to:On successful completion of this course, students will be able to:

  • Explain the methodology of modeling electrical and electronic systems by lumped circuit models;

  • Analyze DC resistive circuits using circuit analysis techniques (such as mesh currents, nodal voltages),

  • Analyze circuits using network theorems such as superposition, Thevenin’s and Norton’s Theorems,

  • Analyze operational amplifier circuits

  • Analyze RC and RL circuits using differential equations

  • Analyze RC and RL circuits driven by step or sinusiodal sources

  • Analyze RLC circuits using phasors

  • Contruct simple electrical circuits

  • Do the measurements in the laboratory using basic laboratory equipments

P. Askar- IEÜ


Learning outcomes

Thank you. to:

P. Askar- IEÜ