Implementing Outcomes Based Teaching and Learning CityU

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Implementing Outcomes Based Teaching and Learning
_at_ CityU

• OBTL Experience Sharing Sessions

SA (Jermaine Lam) and SS (Joseph Kwok) 7
December 2007
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Sensitizing the student

• SS
• Student summer retreat on OBTL
• Programme Committee meetings and teacher-student
  Forum

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SS

• A special OBTL session in one joint lecture for
  year one student
• Student feedback aware, no objection, wait and
  see

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• SA
• Student Focus Groups on OBTL short questions to
  reinforce ILO right after each class, to
  emphasize the ILO before each class
• OBTL discussed in Programme Committee

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• OBTL introduced to freshmen in the Induction
  Session and highlighted in Student Induction
  Handbook
• Programme Leader informed Year 1 students by
  email that foundation courses taught in OBTL
  format with the Form 2B attached

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Implementing OBTL

• SA
• Staff teams to work out a generic assessment
  scheme, and involve in monitoring systems of the
  assessment criteria. Rubrics of coursework,
  presentation, project and examination assessments
  were developed.

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• Staff exchanged ideas on how to conduct lectures
  and tutorials in OBTL format.
• 4 foundation courses lecture (100 students) and
  tutorials adopting 3 approaches
• (i) at beginning of lecture a briefing on ILOs

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• (ii) review ILOs after each lecture
• (iii) review ILOs in week 13
• A student self-assessed questionnaire survey on
  achieving the programme ILO being conducted

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• SS Foundation Courses
• ILOs stated in each lesson plan
• ILOs shared with the students in power point form

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• End-of-semester evaluation includes all ILOs
• As part of assignment, students to reflect on own
  learning development guided by ILOs

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SS Social Work Programme (BSSSW)

• Initiatives of the Programme Leader and the
  Programme Committee
• (a) the whole Programme migrated to OBTL
  framework from 2006-07

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• (b) Staff encouraged to take part in OBTL
  workshops and seminars, and in the documentation
  drafting process
• (c) Student forum in July 2006 prior to
  finalizing the conversion plan and useful
  feedback was collected

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Social Work Courses

• Self-development Laboratory
• Introduction to Fieldwork Learning Working with
  Groups

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• Working with Organizations and Communities
  Community Organizing Skills Laboratory
• Teaming Building and Group Work Skills Laboratory
• Personal Communication and Counselling Skills
  Laboratory
• Fieldwork Practicum II

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General Issues

• Assessment
• Guidelines to supplement Academic Regulations on
  assessment
• Subjectivity, and variations among tutors
• Role of assessment panels

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• (B) Large volume of CILOs of a Programme followed
  by specific TLA and Assessment Criteria may give
  rise to
• segmented activities
• distraction to experiencing the excitement of
  knowledge discovery
• missing unintended but desirable ILOs
• .

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• (C) An intensive and long term research process
  is needed to
• develop assessment schemes based on clusters of
  courses
• inform and align changing PILOs with CILOs, TLA
  and Assessment
• tracking of impacts of PILOs on alumni

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• (D) limited opportunities for class interaction
  in lectures with a large student number when
  conducting OBTL process
• END