Outcome Based Education:

What, Why, and How

A Paradigm Shift in Education for the Knowledge Based Society

Sudaporn Luksaneeyanawin
Sudaporn.L@chula.ac.th Chulalongkorn University www.crslp.chula.ac.th, www.eil.grad.chula.ac.th ThailandPOD

, www.thailandpod.net

Workshop for Faculty of Humanities, Srinakharintwirote University 29 February, 2012

Outline
The Knowledge Based Community The Paradigm Shift in Learning towards Autonomy of Learning: Outcome Based Education Challenges Conclusion and Discussion

Knowledge Based World Community

The Scenario of World Community and ICT Development

World Historical and Predicted Population

Region
World Africa Asia Europe South America and the Caribbean * Northern America * Oceania 82 6 172 13 307 30 392 46 398 51
(in millions)

1900 1950 1999 2050 2150

1,650 133 947 408 74 2,521 221 1,402 547 167 5,978 767 3,634 729 511 8,909 1,766 5,268 628 809 9,746 2,308 5,561 517 912

United Nations. 2004. The World at Six Billion.

World Population (At 7 Billions) 2011-2050 Region World Africa Asia Europe Americas Oceania 2011 6,987 1,052 4,216 740 942 37 2050 9,587 2,300 5,283 723 1,216 62
Growth Rate

1.4 2.2 1.3 1.0 1.3 1.7

(in millions)

Population Reference Bureau, Washington DC. www.prb.org .

Population (million) World 6,525.2 USA 298.4 EU 456.9 China 1,315.8 India 1,095.3 Indonesia 254.5 Japan 128.1 Vietnam 84.4 Thailand 64.2 Korea,South 48.8 Taiwan 23.0 Malaysia 25.3 Singapore 4.3

Country

Tel-Main Tel-Mobile Internet Internet (ml) (ml) Hosts (ml) Users (ml) 1206.3 1752.2 1,018.5 268.0 194.5 195.139 203.8 238.8 314.6 22.000 230.1 311.8 334.8 0.188 111.0 67.3 69.2 0.788 50.6 9.9 30.0 0.135 18.0 58.8 91.5 21.304 86.3 10.1 4.9 0.004 5.9 6.8 27.4 0.786 8.4 26.6 36.6 5.436 33.9 13.5 25.1 3.838 13.8 4.4 14.6 0.151 10.0 3.8 4.3 0.679 2.4
The World Factbook, 2005

ICT Profile of Thailand and Other Asian Countries

2006-07-09
Country Population (ml) Telephone Mainline (ml) Telephone Mobile (ml) Internet Hosts(ml) Internet Users (ml)

China Japan South Korea Thailand Malaysia Singapore Vietnam

1,321.852 1,330.045 127.434 127.288 49.045 48.380 65.068 65.490 24.821 25.270 4.553 4.610 86.120

368.000 365.400 55.155 51.232 26.866 23.905 7.073 7.024 4.342 4.350 1.854 1.859 10.800

461.100 547.380 101.700 107.339 40.197 43.500 40.816 51.377 19.464 23.347 4.789 5.619 33.200

232,780 1,431,000 28.322 39.910 5.434 333,823 938,784 1,116,000 158,650 377,716 898,762 837,559 84,151

137.000 253.000 87.540 88.110 34.120 35.590 8.466 13.416 11.292 15.868 1.717 3.105 17.87

(Data from the World Factbook, www.odci.gov/publications/factbook/, Vietnam Data only 2009)

Country Profile: Thailand and Others 2009

https://www.cia.gov/library/publications/the-world-factbook
Country History AD Area sq km Populat ml GDP $ bl, tn PerCap $ Tel Main ml Mobile ml Int Hosts Int Users ml Int Provi ISP Thai
1238

Vietnam
1945/ 1954 329,560 86.12 90.88 bl 2,900 10.8 33.2 84,151 17.87 5

Malaysia Singapor
1957/ 1963 329,750 25.27 214.70 bl 15,700 4.35 23.347 377,716 15.868 7 1963/ 1965 699 4.61 192.80 bl 52,900 1.859 5.619 837,559 3.105 9

Korea
1876/ 1945 98,480 48.38 953.50 bl 27,100 23.905 43.5 333,822 35.59 11

Japan
1868/ 1947-52 377,835 127.28 4.844 tn 35,300 51.232 107.339 39.910 ml 88.11 73

China
221BC/19 12/ 1949 9,596,960 1,330.04 4.222 tn 6,100 365.4 547.38 14.310 ml 253 3 (2000)

India
19CBr 1947 3,287,590 1,147.99 1.237 tn 2,900 38.76 296.08 2.707 ml 80 43

Australia
1901

514,000 65.49 272.10 bl 8,700 7.024 51.377 1.116 ml 13.42 15

7,686,850 21.01 1.069 tn 39,300 9.76 21.26 11.13 ml 11.24 571

Country Profile: Thailand and Others 2009

https://www.cia.gov/library/publications/the-world-factbook/
Country History AD Area sq km Pop ml Income $ bl, tn PerCap $ Tel Main ml Mobile ml Int Hosts ml Int User ml Int Provi ISP Thai
1238

Korea
1876/ 1945 98,480 48.38 953.50 bl 27,100 23.905 43.500 0.339 35.59 11

Japan
1868/ 1947-52 377,835 127.28 4.844 tn 35,300 51.232 107.339 39.910 88.11 73

China
221BC/19 12/ 1949 9,596,960 1,330.04 4.222 tn 6,100 365.400 547.380 14.310 25.00 3 (2000)

Australia
1901

India
19CBr 1947 3,287,590 1,147.99 1.237 tn 2,900 38.760 296.080 2.707 80.00 43

Russia
12C/ 1905/ 1917 17,075,400 140.70 1.757 tn 15,800 43.900 170.000 4.822 30.00 300

UK
1801

US
1776

514,000 65.49 272.10 bl 8,700 7.024 51.377 1.116 13.42 15

7,686,850 21.01 1.069 trl 39,300 9.760 21.260 11.13 11.24 571

244,820 60.94 2.787 tn 37,400 33.682 71.992 8.269 40.20 400+

9,631,418 303.82 14.330 tn 48,000 163.200 255.000 316.000 223.00 7,000

ICT Profile of Thailand and Other Asian Countries 2009 vs 2011

Country Population (ml) Telephone Mainline (ml) Telephone Mobile (ml) Internet Hosts(ml) Internet Users (ml)

China Japan South Korea Thailand Malaysia Singapore Vietnam

1,330.045 1,336.718 127.288 126.476 48.380 48.755 65.490 66.720 25.270 28.729 4.610 4.741 86.120 90.549

365.400 313.680 51.232 44.364 23.905 19.285 7.024 7.024 4.350 4.312 1.859 1.852 10.800 17.427

547.380 747.000 107.339 114.917 43.500 47.944 51.377 83.057 23.347 30.379 5.619 6.652 33.200 98.224

1.431 15.251 39.910 54.846 0.334 0.291 1.116 1.335 0.378 0.344 0.838 0.993 0.842 0.129

253.000 389.000 88.110 99.182 35.590 39.400 13.416 17.483 15.868 15.355 3.105 3.235 17.870 23.382

(Data from the World Factbook, www.odci.gov/publications/factbook/, Vietnam Data only 2009)

VLSI 100 GHz Terabytes Interface Technology Fibre Optic 1-1,000 Tb/s

Internet Growth 1 Billion clients in 2003

Wireless Usage 50-80% growth rate/year

Network & Service Intelligence IP Device IP Network

Access Speed 155 Mb/s F-O 10-100Mb/s W

Rabinar 2000

ICT Scenarios through ICT Commidities

ICT commodities 1995 2000 2004
983 1,207 740 1,758 500 775 399 863

Fixed telephony 689 Mobile telephony 91 Personal Computer 235 Internet access 40

Volume of Knowledge and Accessing Speed

Example of the 2 click knowledge www.dds.bangkok.go.th/klong 2553/klong04.pdf
948 canals (1,319,520 metres) + 516 water ways (323,942) Looked after by the districts

www.dds.bangkok.go.th/klong 2553/klong04.pdf
213 canals (952,790 metres) + 5 water ways (7,780) Looked after by the the Drainage and Sewerage Dept.

Alltogether 1,161 canals +521 water ways (1,682) (2,603,932 metres) Looked after by Bangkok Metropolitan

Information Service Industry Agriculture

The Third Wave (Toffler 1980), Development of American Society (Beniger 1989)

Composition of Thai Society

GDP by Sector: Agriculture: 12.4% Industry: Services: 44.7% 42.9% Labor by Occupation: Agriculture: Industry: Services: 42.4% 19.7% 37.9%

https://www.cia.gov/library/publications/the-world-factbook/geos/th.html (28.09.2011)

The Paradigm Shift in Learning towards Autonomy of Learning

Outcome Based Education

What is Outcome Based Education?

The education where the focus of education is shifted: - From the content to the students - From the outputs or products to the process and the outcomes - From custom fit the students to the school to custom fit the school to the students

Goals in Outcome Based Education

1) All students can learn and succeed, but not on the same day or in the same way. 2) Each success by a student breeds more success. 3) Schools control the conditions of success by creating the right learning environment, and custom fitting the schools to each student's learning style and abilities. William Spady*(1994, 1998, 2005,2007)
*the American Association of School Administrators (AASA)

Partnership for 21st Century Skills, USA (www.p21.org)

21st Century Students Outcomes (USA)

)Life and Career Skills I) Learning and Innovation Skills (4Cs) - Critical Thinking - Communication - Collaboration - Creativity Core Subjects3Rs and 21st C Themes - Reading - (w)Riting - (a)Rithmatic Information, media, and Technology Skills

II)

V)

Support Systems
(I) Standards and Assessments

(II) Curriculum and Instruction (III) Professional Development (IV) Learning Environments


Thailand Qualifications Framework for Higher Education -

TQF . () () () () ()

Chulalongkorn University Students Learning Outcomes

es s ai n Th
Kn * dge le ow

P ubl i nd ic m
es s

Et h ics

Work Skills
Leadership

Ha

Think ing S kills* Le ar ni ng Sk ills

pp

in

The How for Professional Teachers

What should Professional Teachers Acquire?

Body of Knowledge Pedagogical Skills Attitude towards students, and their career as Professional Teachers

What is the requirement in good teaching?

Instruction / seminars Inter-vision / mini lessons Student-centered - Coaching - Group work - Simulated on the job training - Problem-orientated education - Demand-driven education

What needs to be done?

- Understanding of learning Didactic approaches - Classroom management Lesson plans: ways to activate/engage/ inspire students to learn. Coaching and feedback Examination and assessment Curriculum Development Q lit A

Approach Methods and Techniques Tools (The Family) (Theory)

Approach

Methods and Techniques

(The Family) Project Based

Tools
Comp Aided Net Linkage Web-Based Learning Blog Corpus Based Data Driven etc.

Social Constructivism

Research Based Theme Based Activity and Task Based Peer Learning Team Based Jigsaw Technique Emergent Problems Authentic Assessment etc.

Next

Vygotsky
4

(1896-1934)

2 3

Next

Inter Communication
Experientialism: The Learner and the Mediation (TALKs, TASKs, TEXTs: Donato 2005) - Teachers and Teaching Assistants - Peers in the team, the class, the learning community, Special Interest Group-SIG - Media: books, journals, websites, ecommunication
Back

Intra Communication
Reflection: The process to react or reflect the students thoughts and attitudes on something. - Reaction to pictures, photos, maps, charts, tables, facts and figures by writing or speaking. - What do you see that is interesting? - Describe or discuss about it? - Describe it as you see. - Why is it so or why is it not as expected? - What are the problems, and how can we solve the problems? Back

Dialectic

Back

Diversity makes perfect. To be mixing with people of different experiences, attitudes. Real World Situation: You cannot choose your partners or members of the team. We are not always compatible, but we can always work it out. - Learning to work as a dialectic dynamic team. - Bringing out the best of your team members. - Playing the Devil Role. - Thinking more thoroughly, making decision more cautiously. There is always a BUT about it.

Zone of Proximal Development ZPD

(From ASD to PSD) Every being is a potential learner. One starts from the Actual Stage of Development-ASD and moves towards the Potential Stage of Development-PSD. - From ASD to PSD, one can monitor and be monitored to develop. - If the beings learn to learn. They will seek for nourishing learning environments helping them sustain and retain the ability to learn. - Learning to learn leads to autonomy of learning. Learning retention helps the learner to reach the ideal stage of development. Back

Project Based & Research Based Instruction An Advantage of Universities

Research Questions

Process

Output

Outcomes

Questions
-Existing Students (What are their problems?, What do They want to know?) -How can we support them to develop? -Large classrooms? (Are they real problems?) - How can ICT support us in developing students ?

Process
- Facts&Fig - Analyses - Further questions - Analyses - Syntheses - Findings Output

Outcomes

(1) Research Questions - > Brainstorming -> RQs set into paradigms (2) Literature Review -> Findings from the book research (3) Emergence of New Qs -> (4) Empirical research to answer the new Qs (5) Conclusions and Discussions - Findings (the Answers) - More Qs - the strengths (application) and weaknesses of the findings

OUTCOMES

- Learned men with learning abilities. - The passion to learn and to seek for knowledge. - The work and the social skills. - The communicative skills both in speaking and writing -etc.

Characteristics of Autonomous Learners

- Knowing one own needs

- Sharp observation - Ability to ask good questions - Ability to seek for good answers - Ability to communicate
Back

Mind Mapping

Examples
Art Women and Leadership Food

Themes
Corruption
Local and Global Issues

Global Warming

Wars

Gambling

Abortion

Examples

Themes

Back

Classroom Layout
Computer Network, Presentation, and Demonstration Corner

Computers

Computers

T
References, Books, Audio-Visual Materials and Equipment

Presentation Corner

Back

TA
Materials

Jigsaw Technique and Steps 1) Organizing the students in jigsaw groups for Collaborative Learning. The task design The class activities The assessment

2) 3) 4)

(Adapted from Woolfolk, Anita 2011. http://www.jigsaw.org/steps.htm, reducing 10 to 4 steps

Step 1: Organizing Students for Collaborative Learning 1) Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group. Step 2:Task Design 2) Divide the lesson into segments, e.g., learning about Eleanor Roosevelt: divide a short biography of her into stand-alone segments on: 1) Her childhood, 2) Her family life with Franklin and their children, 3) Her life after Franklin contracted polio, 4) Her work in the White House as First Lady, and 5) Her life and work after Franklin's death.

Step 3: The Class Activities

a. Assign one student from each group to learn one segment, students have direct access only to their own segment. Give them time to read twice and familiarized. b. Form "expert groups by putting students who read the same segment together. Give the groups time to discuss the main points of their segment and to work on the presentations of the group. c. Bring the students back into their jigsaw groups. The expert student presents the segment to the group. Encourage other students in the group to ask questions for clarification. d. Teacher moves from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, the group leaders will learn to handle this task, they can be supported until they learn to do it. (Monitoring)

Step 4: The Assessment

4) At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.

Back

Teaching Transferring Giving Passive Given

Learning Constructing Sharing Active New

Macro Level
Education Policy

Government Institute Policy Curriculum Society

- Local - Regional - Global

Micro Level

Instructional Methods & Materials Students

Teachers

Factors Involved in Instruction

So ci et

Materials & Infrastructure

So e ci ty

Instructors

Students

Society

Next

Task Design SWABAT

Student will be able to......
http://studentweb.cortland.edu/lang91/langmini3/index.htm

Blooms Taxonomy of Educational Objectives Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Evaluation

Structure of Description
Competence Knowledge Skills Demonstrated ...................................

Task cues (Behavioural Verbs) list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Knowledge
Knowledge - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas mastery of subject matter Task cues (Behavioural Verbs) list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension
- understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences Task cues (Behavioural Verbs) summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend Comprehension

Application
Application - use information, methods, concepts, theories in new situations - solve problems using required skills or knowledge

Task cues (Behavioural Verbs) apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis
Analysis - seeing patterns or organization of parts - recognition of hidden meanings - identification of components Task cues (Behavioural Verbs) analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis
Synthesis - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions Task cues (Behavioural Verbs) combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation
Evaluation - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity Task cues (Behavioural Verbs) assess, decide, rank, grade, test, measure, support, recommend, convince, select, judge, explain, discriminate, conclude, compare, summarize

Back

Challenges

TECHNOLOGY MANAGEMENT 4
LMS Learning Management System TMS Test Management System CMS Content Management System

NEXT

Content Management System- CMS What to Learn?

- Curricular Courses - Extracurricular Courses - Extramural Courses - Programs for Emergency Needs or National Issues (SARS, Bird Flu H5N1, AIDS, etc.) - Short programs to answer special training needs.
Back

Learning Management System-LMS How to Learn?

- Social Constructivism - Autonomy of Learning - Programmed Learning on the Web - E-Learning, Blackboard, Facebook, Myspace - Synchronous and Asynchronous Learning - Consultancy
Back

Test Management System-TMS What Learned?

- Assessment and Evaluation Both Quantitatively and Qualitatively - Formative Evaluation and Summative Evaluation - Online Interactive Assessment - Portfolio Assessment - Learning Outcome (students development) - Standardized Test and Accreditation System
Back

Innovative Technology to Answer the Needs

Challenges
- Wireless Technology/ no telephone line/ no optic fibre - Economical/ Education Equity(The Haves and the Have Nots) - Fast/ Interactive, Multimedia - Multicultural - Green technology (paperless) / Consume less energy Back

Thank you for your kind attention.