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Thursday, January 16, 2014
Facilitated by: Janet Honsberger Camilla Wheeler [email protected] isolu=ons@sympa=co.co
PROGRAM LEARNING OUTCOMES
* Overview/Introduc?on * Designing Program Learning Outcomes: A Framework and Sample Process * Data Gathering: A Cri?cal step in the process
* Summary
WORKSHOP AGENDA
OVERVIEW / INTRODUCTION
Conven?onal Curriculum Outcomes-‐based Curriculum Model Model
CONTENT What do I know and what do I
want to teach? __________________________
OUTCOMES What do they need to be able to think, feel and do to succeed in
work and life? _________________
EVALUATION How will I know they “got it”?
TEACHING METHOD How will I get the message
across? ___________________
EVALUATION How will we know if they
can do it? _______________________ CONTENT AND METHODS
How will we plan content and learning experiences to ensure
that they learn it?
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Course outcomes and assessment
methods
PROGRAM LEARNING
OUTCOMES
DATA COLLECTION
*Employment and
industry trends
*What are the jobs in this field?
*What do entry
level employees DO?
*What are the performance
expectations?
Deliver Forward
Design Backward
Knowledge, skills attitudes and learning activities students need to build performance
mastery
EFFECTIVE PLANNING STARTS WITH THE OUTCOME
It’s all about seeing the “big picture”
• Zoom out!
PROGRAM OUTCOMES:
“What do students need to DO “out there” for which this program will prepare them?”R.S>ehle
• Clear statements of performance that describe what learners will be able to do when they graduate from a program
• Include sufficient and measurable criteria and/or context with respect to performance expecta?ons
• Program learning outcomes are typically interrelated and should be viewed as a comprehensive whole
• Different from program objec?ves in that they describe a holis?c, integrated performance, not discrete skills or facts
• Sufficiently clear to be understandable to students, educators, employers and the public
PROGRAM LEARNING OUTCOMES
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The graduate has reliably demonstrated the ability to: – select and use a variety of screening tools, observa?on and documenta?on strategies to review, support and promote children’s learning across the con?nuum of early childhood development.
• From an Ontario Early Childhood Educa?on Diploma program
– perform work in compliance with relevant statutes, regula?ons and business prac?ces
• From an Ontario Business Administra?on Advanced Diploma program
SAMPLE PROGRAM LEARNING OUTCOMES
• Factors to consider: – Is it a new or exis?ng program? Are their related programs or examples from other jurisdic?ons?
– What is the deadline for review / development? – What resources are available?
• Sample steps in the review/development process: 1. Program selec?on, planning and prepara?on 2. Data collec?on through research, consulta?on and
collabora?on with stakeholders and subject ma^er experts (SMEs)
3. Draa program outcomes developed 4. Further consulta?on and collabora?on with stakeholders and
SMEs 5. Final revisions, approval and implementa?on of program
outcomes
DEVELOPING PROGRAM LEARNING OUTCOMES
Trends and issues in the workplace
and industry
Entry level roles and job
requirements Criteria, context and purpose of performance
Knowledge, skills, attitudes and behaviours
“Real world” performance requirements
Government and industry guidelines
GATHERING RELEVANT DATA
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• Interview professionals in the voca?onal field (face-‐to face or via teleconference or videoconference)
• Design and conduct a survey (online or paper-‐based) • Research labour market data and industry trends • Research exis?ng or related or similar programs (inter-‐ and
extra-‐jurisdic?onal) • Conduct focus groups (include a variety of stakeholders – i.e.
industry representa?ves, employers, faculty, administrators, representa?ves of relevant professional and government associa?ons, curriculum experts, etc.)
• Other methods and/or a combina?on of the above
DATA SOURCES AND COLLECTION METHODS
QUESTIONS OR COMMENTS
YOUR TURN! FOCUS GROUP ACTIVITY SIMULATION
Step 1 in the Program Outcomes Development process: • Program selec?on: Tourism Services • Planning and prepara?on:
Relevant Data: Ques=ons to ponder:
What are the workplace and industry trends and issues and growing employment sectors?
• Who are all the stakeholders who could to be consulted to obtain answers to these ques?ons?
• What are alterna?ve and/or complementary methods to go about obtaining answers to these ques?ons?
• What other ques?ons or informa?on would help in the development of program learning outcomes?
What are the entry-‐level roles and job requirements?
What essen?al skills, knowledge, agtudes and behaviours do graduates need?
What are employers’ expecta?ons with respect to these a^ributes?
What government or industry guidelines need to be considered?
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Small Group “Snowball”
• Instruc?ons: • Small groups will rotate through each of the questions to ponder • Identify roles: recorder and facilitator (to keep the ideas flowing!) • Time – 5 minutes per rotation x 3 rotations
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Relevant Data: Ques=ons to ponder: What are the workplace and industry trends and issues and growing employment sectors?
• Who are all the stakeholders who could to be consulted to obtain answers to these ques?ons?
• What are alterna?ve and/or complementary methods to go about obtaining answers to these ques?ons?
• What other ques?ons or informa?on would help in the development of program learning outcomes?
What are the entry-‐level roles and job requirements?
What essen?al skills, knowledge, agtudes and behaviours do graduates need?
What are employers’ expecta?ons with respect to these a^ributes?
What government or industry guidelines need to be considered?
Prioritizing Exercise
• You have each been given 9 “dot” stickers. Use them to prioritize the stakeholders, data collection methods and other information identified on the flip charts:
• 3 dots beside the stakeholders who are most critical to success of the process • 3 dots beside the data collection methods that would be the most realistic and effective • 3 dots beside other key information needing collecting
[NOTE: you can place more than one “dot” beside a single item]
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• Debrief Results – any surprises? Prac?cal use of exercise?
• Sample – Tourism Diploma Program Learning Outcomes (see handout)
ACTIVITY SUMMARY
• Quality data collec?on ensures the development of quality program learning outcomes
• Choosing appropriate stakeholders, methods and sources of research is vital
• Input must be ?mely, relevant and accurate
• Program learning outcomes shape the curriculum and courses of your program
WORKSHOP SUMMARY
QUESTIONS OR COMMENTS
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Thank you for your participation!
Janet & Camilla
