College Educator Development Program Module 5: Outcomes-Based Education is one of 6 learning modules created by a collaboration of six Ontario colleges: Conestoga, Fanshawe, Lambton, Mohawk, Niagara and St.Clair. The focus of Module 5 is to assist college instructors in developing learning outcomes which are aligned to the three requirements of Canadian education programs: vocational learning, employable skills, and general education. The module is divided into the following components: program standards; writing learning outcomes; evaluating learning outcomes; assessments and evaluation. The material is free. There is an additional resources tab with worksheets and a transcripts tab.
Type of Material:
Online Course Module
This would serve as a strong supplemental resource for pre-service teachers, as well as educators seeking a refresher on writing effective learning outcomes. It would be useful to educators for pre-course planning. It can be used in a self-paced environment or as part of a workshop on course development.
The module runs in SoftChalk and Articulate Storyline, so you may need the Flash plugin updated to access the content. The material did not work using the Opera browser but did work with Google Chrome.
Identify Major Learning Goals:
The site aims to teach users how to write meaningful and measurable learning outcomes (objectives) to support student-centered education.
Target Student Population:
The target student population is Canadian university faculty members in all disciplines. However, other university faculty members and course developers will find the learning material useful as well especially the writing, evaluating, and assessing learning outcomes presentations.
Prerequisite Knowledge or Skills:
Users should have some knowledge of learning outcomes and a role in curriculum development in order to best benefit from the content. Experience teaching, subject matter knowledge and knowledge of course and program standards would be extremely useful.
The lessons present critical content that all educators should be aware of, regardless of their discipline or field of study. The examples are culled from various subject areas, making the content flexible for use in many applications. Learning objectives are presented at every stage.
Much of the content is universally recognized as important for all educators to learn. However, because the scope of the content is limited to teachers within the Ontario College System, there are come components shared that could be better expanded upon or contextualized to reach a broader audience. This is such a great resource, it would be helpful to open up some of the language to system-agnostic terms such that more teachers could benefit from the material. There are practice exercises but without an instructor or interactive feedback, there is no way to gauge the understanding of the material.
Potential Effectiveness as a Teaching Tool
At the very first click, it is easy to identify the learning goals for this resource! The module seeks to give users hands-on practice in the creation of learning outcomes. With a combination of activities that have users interacting with the system, writing on paper, and reflecting on their own teaching and learning, users can easily put the material into practice.
While it reads cohesively as a standalone module, the material would need to be broken apart and chunked in order for it to be used in a larger array of learning assignments.
Ease of Use for Both Students and Faculty
Some of the strongest features of Articulate Storyline were leveraged in order to allow the user to engage with the presentation in different ways. Additionally, the use of multiple narrators, embedded media, captioning and transcripts, and other well-planned design details all help to support the content delivery. The material is easy to navigate; there is a menu with hyperlinked topics on the left that remains visible throughout.
There are times where the user has to figure out which timeline is the one that they should pay attention to (the one from Storyline or the one from the embedded media) which becomes a bit confusing. There are also large swaths of time within the presentation where there is narration and nothing occurring on the screen, making it easy to lose focus or become distracted by a lack of system feedback.
There is no placeholder indicating where the user stopped should they leave and return to the course. The quizzes do not provide the correct answer to incorrectly answered questions. The learner has to keep trying different choices to learn the correct answer.
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