Adaptation of outcome-based learning in an undergraduate English education programme

Adaptation of outcome-based learning in an undergraduate English education programme

• Wang, Lixun The Hong Kong Institute of Education

Research in Higher Education Journal, 12, 2011

Academic and Business Research Institute

2011

• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

Outcome-based Learning Programme Intended Learning Outcomes Course Intended Learning Outcomes English Education Programme Hong Kong

• Hong Kong

• 1997.7onwards

• Post-Secondary Education

In recent years, Outcome-Based Learning (OBL) has gained increasing prominence in many parts of the world and, since 2008, has been formally promoted among all higher education institutions in Hong Kong by the University Grants Committee (UGC) of Hong Kong. A key concept of OBL is that teaching should be driven by outcomes that are desirable for students, and that greater clarity in relation to what is to be achieved simply involves adjusting teaching and assessment. This article reports on a project on Outcome-Based Learning in the English Department at the Hong Kong Institute of Education (HKIEd), and an OBL adaptation framework that has been developed. First, the development of a set of Programme Intended Learning Outcomes (PILOs) for the Bachelor of Education (English Language) Programme at HKIEd will be introduced. Second, the design of Course Intended Learning Outcomes (CILOs) in the programme will be discussed. Third, the alignment of teaching and assessment strategies with learning outcomes will be illustrated through a sample course. It is hoped that this study will inspire some reflection on how effective teaching and learning among students in higher education institutions can be achieved through an outcome-based learning approach.
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• English

Journal Articles

• 23277092

https://bibliography.lib.eduhk.hk/bibs/a7f2e0df

2014-12-23