Outcome-Based Education

Lifelong Learning, 1985

The adult educator should take some specific steps before the first students arrive to meet the needs of students with different orientations. A 15-20 minute intrrview helps the teacher to get to know prospective students. The physical facilities should be conducive to learning, including adequate lighting, a comfortable room temperature, an informal seating arrangement, and study carrels. Methods and materials should be varied to suit adults varying in experiences, achievement levels, and preferred learning styles. Classroom procedures and other pertinent information should be explained in clear and simple language. A course syllabus shows students specific steps to take to reach their goal. To set the stage for future learning, the teacher should take the following steps during the students' first visit to an adult education class: establish a learning environment of mutual respect, trust, helpfulness, and acceptance; review institutional expectations, use of materials, and learning procedures; explain the diagnostic uses of testing to reduce the fear of tests and remove the threat of grades; make sure students learn something that is both rewarding and relevant; and ask students to complete an assignment before their next visit. (YLB)

Background LO Checklist

The essence of teaching and learning is to plan teaching events (contents, strategies, etc) and to ascertain to what extent learners have acquired the intended competences.. OBE as a comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each student. Outcomes are clear learning results that we want students to demonstrate at the end of significant learning experiences and performances that embody and reflect learner competence in using content, information, ideas, and tools successfully.

Future Expert Solutions, 2018

International Journal for Academic Development, 2003

This paper offers a review on effective instructional tnethods from educational and psychological research. Thirteen instructional principles are presented which should help teachers and educators to improve the quality of their instruction. Principles 1 to 4 concern general conditions of successful instruction. Principles 5 to 8 consist of instructional methods to improve and optimize cognitive effects of learning. Principles 9 to 11 refer to motivational and efnotional design. Principle 12 is dealing with the handling of ethic aspects. Finally, principle 13 concerns the design of instructional materials.

International Journal of …, 2012

To deal with the lack of basic health care in the Middle East competency based training is the need of the hour (MCI, 1997). Use of learning objectives (LOs) in alignment with assessment ensures competency in the must know areas. In this paper the authors discuss the use of LOs in the enhancement of teaching-learning process. It is organized into seven sections that deal with the advantages, potential disadvantages, and strategies to overcome the problems with LOs as a tool. In particular, the philosophical and technical objections to the use of LOs are dealt with in detail by appropriate examples. They discuss the link between LOs and Bloom's taxonomy of learning, Miller's pyramid, and the need to make LOs developmental and congruent with assessment. The methodology for determining appropriate LOs is discussed in detail. Lastly the ABCD, Mager's and Kern's methods of writing objectives and limitations of each are discussed. The authors conclude that LOs are an important tool for competency based training and the current inability to come up with "perfect" LOs should not be a barrier to at least reach "good." Like all other educational tools, LOs have to be improved incrementally based on student feedback recognizing that students are the best teachers of their "teachers."