LEARNING OUTCOMESLEARNING OUTCOMES

Prof. Dr. Petek AşkarDepartment of Sociology

İzmir University of Economics

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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.

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Outline1. What is LO? 2. What is LO’s position in the Bologna

process? 3. What are the properties of LOs? 4. The classification of LOs

( Taxonomies)5. LO examples6. LO writing and evaluation7. The role of LOs in the teaching-

learning process.

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What is LO?• 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).

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What is the role of LO in the process of Bologna?

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

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The properties of LO• 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.

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The Framework _ Bologna

• European Qualification Framework • National Qualification Framework• Discipline/ Subject Area Qualification

Framework• Programme Qualifications/ Outcomes• Student Learning Outcomes for the

courses, student workload and ECTS

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Framework of Qualifications

• Knowledge • Skills • Competencies

– Work independently and take responsibility

– Learning competency– Communication and Social

Competencies– Subject Area specific competencies

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Basic Concepts- Knowledge

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

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Basic Concepts – Skills( Cognitive)

Problem solvingComparisonEvaluationInformation gatheringDecision makingObservationGeneralization

• Analysing• Classifing• Summarizing• Critical thinking• Confict resolution• Questioning

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Skills- PsychomotorDesigningPerformingSketchingDemonstratingConstructing

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Basic Concepts - Competence

• A dynamic combination of attributes, abilities and attitudes– Work independently and take

responsibility– Learning competency– Communication and Social

Competencies– Subject Area specific competencies

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LO Classifications (Taxonomies)

• 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

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Bloom’ s Taxonomy- Cognitive Domain

• Remembering• Understanding• Application• Analysis• Evaluation• Creation

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LO EXAMPLES

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

• Identify the property• List the similarities• List the differences

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LO: To be able to sove problems

• Analysing• Observing• Measuring• Choosing a strategy• Applying• Finding the solution• Checking the solution

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LO: To be able to develop a product

• Design• Planning• Sketching• Constructing• Testing

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Formats 1. ---------defines, explains, evaluates,

interpretes2. Ability to define, ability to explain,

ability to evaluate, ability to interpret3. ..... will be able to define, will be able

to explain, will be able to evaluate * *format of IEU

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EVALUATİON OF LOS

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1. (-)

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

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2. (-)• .......... understand the subject

matter and find the relationship between concepts and problems.

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3. ( +)• .......... develop an analytical

template for analyzing the problems.

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4. ( -)• .............to be aware of the

terminology and the concepts.

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5. ( +) • .... will be able to apply

knowledge of .........in .............

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6. (+)• ........will be able to compare the

different................models.

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7. ( +)• ........... to participate in class

discussions.........

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8. (+)• ....will be able to carry out a task

with few errors.

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Roles of LO in the teaching-learning

process• 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

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Old Form: 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.

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Itemized Form: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.•  

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Modified Form- 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•  

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Thank you.