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ERIC Number: ED388346
Record Type: RIE
Publication Date: 1995-Oct-27
Pages: 40
Abstractor: N/A
Transforming Community Colleges Using a Learning Outcomes Approach.
Shipley, Dale
Focusing on theories and practices related to outcomes-based learning (OBL), this paper presents arguments for adopting an OBL approach in Canada's community colleges. Introductory sections review internal and external reasons for making changes to the teaching and learning paradigm, such as new demands for training and reduced funding. Part I then reviews the values related to learning, learners, and the role of the educational institution stemming from traditional and OBL approaches, indicating that the traditional educational values view human beings from a rational/behavioral paradigm, while OBL views them from a phenomenological/development point of view. Part II provides reasons for shifting to an OBL approach related to accountability, effectiveness, efficiency, flexibility, equity, access, and quality and describes differences between traditional education and OBL in terms of program design, teaching roles, and program organization. This section also defines learning outcomes as the significant, essential, transferable, and verifiable learning that must be demonstrated to receive credit for a course or unit; describes differences between learning outcomes and behavioral competencies; and provides a learning outcomes checklist. Part II also details how to write learning outcomes for college programs, highlighting common pitfalls. Finally, part III provides a guide to planning for learning in courses, including planning learning activities, creating a practice and assessment plan, and key differences in assessment and evaluation practices between traditional and OBL approaches. (KP)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at a workshop sponsored by the Advanced Education Council of British Columbia and the Centre for Curriculum and Professional Development (Richmond, British Columbia, Canada, October 27, 1995).