OCAD U Teaching Expo 2015

Assessing Our Teaching Practice:Reflection on the Implementation of Outcomes-Based

Education (OBE) at OCAD University

Bahar Mousavi Hejazi, PhD Art Study, MA & BA ID, ACIDO

PhD Candidate, Leadership, Higher and Adult Education, OISE/U of TSessional Instructor, OCAD University, Toronto

Professor of Design, George Brown College, Toronto

January 16, 2015(c) Copyright 2015 Bahar Mousavi Hejazi

Content

Introduction: Background, Context & Rationale

Purpose of Research: Goals & Objectives

Research Framework: Research Questions & Methodology

Literature Review: Outcomes-Based Education (OBE)

Practical Application & Contribution To The Field

Bibliography

Reflection & Discussion

(c) Copyright 2015 Bahar Mousavi Hejazi

Background

My Research

Implementation of Outcomes- Based Education at

OCAD University:

An Action Research Study of an Interdisciplinary

Design Course


Rationale

This is a case study that focuses on the challenges that I, as

the action researcher and design educator at university

level face in the integration of a learning outcomes-based

curriculum model that had been adopted in recent years in

the higher education sector in Ontario in order to ensure

quality, transparency and compatibility among the

credentials.


Teaching-Centered Learning-

Centered


Purpose

To study the implementation of OBE in design programs

through investigative cycles of action-reflection of my

own teaching practice as well as that of my colleagues

at OCAD University.


Research Questions

1. How do I develop learning outcomes that are consistent with required design

competencies?

2. How do I create and implement an effective constructive alignment of

‘intended learning outcomes, ‘learning activities’ and ‘assessment tools’ in

my course?

3. How do I effectively evaluate my teaching practice?

4. How do I improve my teaching based on critical reflection and self-

evaluation?

5. How do I contribute to the implementation of OBE at institutional level(s)?


Research Design

Qualitative

Action Research

Reflective Practice


What is Action Research?


Methodology

Action Research is a systematic inquiry that is

collective, collaborative, self-reflective, critical and

undertaken by the participants of the inquiry.

- McCutchen & Jung, 1990


Theoretical Framework

Habermas’ theory of ‘communicative action’,

which promotes dialogue and critical inquiry

and the concept of ‘reflective practitioner’

introduced by Schön.


Theoretical Framework

Dialogue

As central to human life, an act of creation and a vehicle for

change which combines both reflection and action

leading to praxis.


Research Plan

Phase A

Critical Dialogue with Self

Phase B

Critical Dialogue with Institution


Phase A-Critical Dialogue with Self

To reflect on my own teaching practice through the

implementation of the principles of OBE

in the “Introduction to Design Management” course

that I am teaching during Winter 2015 at OCAD University.


What is Outcomes-Based Education?


Literature Review

Total approach that places learning at the center of

education in a way that all decisions are made with the

ultimate goal of

creating a successful learning environment.

- Killen, 2000


Literature Review

Feature 1: Intended Learning Outcomes (ILO’s)

• We state what we intend the outcomes of our teaching a

particular course or programme to be;

• An outcome statement is a statement of how we would

recognize if or how well students have learned what is

intended they should learn, not a prompt list of topics for

teachers to ‘cover’ in a curriculum.


Literature Review

Learning Outcomes (LO)

‘statements of what a learner knows, understands and is

able to do on completion of a learning process’.

- Lennon, 2010


Literature Review

Feature 2: Teaching & Learning Activities (TLA’s)

• Teaching should be done in such a way as to increase the

likelihood of most students achieving those outcomes;

• We need to engage the students in learning activities

that directly link to achieving the intended outcomes.


Literature Review

Feature 3: Assessment Tasks (AT’s)

• We need to asses how well the outcomes have been

achieved;

• Usually this means using an assessment task that

requires the student to perform the intended outcomes

itself.


Intended Learning Outcomes (ILO)

Teaching/Learning Activities (TLA)

Assessment Tasks (AT)

Constructive Alignment

- Adapted form Biggs, 2007

Constructive Alignment aligns Teaching/Learning Activities (TLA) &

Assessment Tasks (AT) to the Intended Learning Outcomes (ILO)

according to the learning activities required in the outcomes.


How do we as design educators set up a total

learning environment so that design competencies

are enhanced in the process of learning and are

evident in the products of learning?


Competencies

Skills

Knowledge

Attitude


Learning Outcomes

Competencies


Designers’ Skills (Brigitte Borja De Mozota 2003)

Knowledge Attitude Values Applied skills Understanding skills

Design process Risk-taking Managing uncertainty

Practical design skillsPrototypingDrawing ability Experimentation

Observation

Material Originality Creative techniques

Lateral thinking

Researching

Market Anticipating future trendsForward thinking

Commercial skills Logical thinking

Technology Proactive in developing relationships

Communication skills Framing problems

User awareness Open-minded Computer skills Scenario building Narrative

Culture Understanding multidisciplinary context

Design for manufacture

Synthesizing Holistic thinking

Aesthetic awareness Focusing on usability Project management intuitive thinking & action

Human factors Attention to detail Optimization Consumer needs

Manufacturing Learning from errors Team work Human empathy(c) Copyright 2015 Bahar Mousavi Hejazi

What are the significant outcomes that should

be specifically considered in the planning of

a design-based curriculum?


Case Study: Intro to DM Course

Learning OutcomesUpon the successful completion of this course, students will be able to:

• Integrate knowledge of key concepts and fundamentals of design

management in a design project

• Develop skills and attitudes required in managing design projects

• Conduct a design audit of a company

• Manage a design project from initiation through implementation

• Present the management of design strategy, process and implementation

within a design project by developing effective verbal and visual

communication skills

• Write a design management report



• Project 1: Designer’s Competencies

• Project 2: Design Audit

• Project 3.A: Managing Design Strategy

• Project 3.B: Managing Design Process & Implementation

• Project 4: Design Management Report


Project 1: Designer’s Competencies

Project Outline

The objective of this project is to first reflect on your past

experience and your design competencies (skills, knowledge

and attitude) acquired through your education; then to

identify and present three topics of interest in the field of

design to your peers based on your personal knowledge

and experience for the matter of grouping in the term-long

project.



TIMETABLE & DELIVERABLES

Week 1: Design Interests Mapping

Develop a mind map of your topics of interest in order to identify three domains of

interest in the field of design.

Week 2: Project 1 Submission

Present your design competencies and experience, and your topics of interest in the field

of design in 5 slides/5 minutes. Organize your presentation in pdf or Power Point format.

Upload your digital presentation on Canvas under Assignments/Project 1 for final

evaluation.

This assignment represents 10% of the final course grade.



Evaluation Criteria

Quality of Thinking (Analysis, Synthesis, Creativity)

Quality of Visual Presentation (Verbal and Non-Verbal)

Scoring Standard

Student must achieve a rating of at least 3 on each item to demonstrate competence.

Rating Scale

5 Outstanding; work is of the highest quality

4 Exceeds requirement; no revisions necessary

3 Meets requirement; some revision may be necessary

2 Meets most of the requirement; work is adequate but considerable rework or revision is

necessary

1 Does not meet requirement



Scoring Guide

Design competencies and experience are well-identified 1 2 3 4 5

Three topics of interest in the field of design are clearly defined

1 2 3 4 5

Topics of interest are aligned with design competencies and experience

1 2 3 4 5

Presentation is well-organized and engages the audience 1 2 3 4 5



6. Move in New Direction (Teaching Portfolio)

1. Observe (Field Notes)

2. Reflect (Reflective

Journal)

3. Act (Teaching Log,,

Photography, Diary)

4. Evaluate (Ideology Critique,

CIQ, Interested Observer)

5. Modify (Critical Friend)

6. Move in New Direction

(Practitioner Toolkit)

1. Observe (Field Notes)

2. Reflect (Learning Journal)

3. Act (Personal action log)

4. Evaluate (Interview/Ques

tionnaire)

5. Modify (Critical Friend)

Phase A Phase B


Practical Application

• The findings of this survey will support me in my current

teaching endeavour and will help me to play a more effective

role in the facilitation of the transitional process at the site of

study.

• It will also display best practices at OCAD University and will

provide other similar settings with practical guidelines of the

development of learning outcomes within design programs.


Bibliography

• Biggs, J.; & Tang, C. (2007). Teaching for Quality Learning at University: What the

Student Does. Michigan: McGraw-Hill.

• Borja De Mozota, B. (2011). Design Economics-Microeconomics and

Macroeconomics: Exploring the Value of Designers’ Skills in Our 21st Century

Economy. 1st International Symposium for Design Education Researchers. CUMULUS

// DRS SIG on Design Pedagogy. La Bourse du Commerce, Paris.

• Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco:

Jossey-Bass Publishers.

• Herr, K., & Anderson, G.L. (2005). The Action Research Dissertation: A Guide for

Students and Faculty. California: Sage Publications Ltd.

• Killen, R. (2000). Outcomes-Based Education: Principles and Possibilities. Retrieved

from http:/drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf

• Lennon, M. C. (2010). Signalling Abilities and Achievement: Measuring and

Reporting on Skill and Competency Development. Toronto: Higher Education

Quality Council of Ontario.


Reflection & Discussion

1. What has been your approach and experience in the formulation and

implementation of learning outcomes?

2. In your opinion, what are the important challenges of the

implementation of learning outcomes in your practice?

3. Would you like to be engaged in the discourse? And how?

4. If interested, please leave your name and contact info.


Thank You

[email protected]


Documents

OCAD U Teaching Expo 2015