Maximizing the Benefits of Outcome Based Learning

Updated: 9:15am, 14 Nov, 2022
20 September 2012 (Thu)
Room 101,1/F., Runme Shaw Building, HKU
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Compared to the traditional didactic teaching approach, outcome-based education (OBE) is student-centered (McDaniel, et al., 2000). Instead of focusing on the knowledge transmission process from teachers to students, OBE emphasizes the knowledge and skills that students can learn from the lessons (Botha, 2002). The major component of OBE is the ‘outcomes', which has been defined by Hartel and Gardner (2003) as "precise statements of what faculty expects students to know and be able to do as a result of completing a program, course, unit or lesson" (p. 35). While OBE has been incorporated into most if not all courses/programs at the University of Hong Kong, many may question how learning outcome statements should be perfected and how the students' attainments of learning outcomes at course/program levels can be measured and quantified. With the Teacher Development Grants, in the past several years, the speaker has been measuring the learning outcomes of two cohorts of students at three levels: (1) Program level (Bachelor of Science in Information Management (BscIM) program learning outcomes); (2) Course level (Knowledge Management, Final Year Project and a new teaching scheme "English in the Discipline"); and (3) Attainment of specific core competencies (information literacy and information management & technology skills). Considerable data has been collected through student surveys, focused group interviews and individual interviews with students and teaching staff. Such data and information have contributed to several revisions of the learning outcome statements in a number of courses in the BScIM program. The speaker will share what and how he has been measuring students' attainments under OBE. Further, the speaker will illustrate how such measurements have provided insights for the BScIM program team to revise and optimize the learning outcome statements in order to balance the expectations and resources of the university, faculty members and students.

About the speaker(s):

<p>Dr. Samuel Kai Wah Chu is an Associate Professor (Division of Information &amp; Technology Studies) and the Deputy Director (Centre for Information Technology in Education) in the Faculty of Education, the University of Hong Kong. He is also the Program Director for MSc [Library &amp; Information Management].</p>
<p>He has published over 100 articles and books include key journals in the area of IT in education (e.g., Computers &amp; Education, Journal of Educational Technology &amp; Society), information and library science (e.g., Journal of the American Society for Information Science and Technology, Library &amp; Information Science Research), school librarianship (e.g., School Library Media Research, School Libraries Worldwide), academic librarianship (e.g., Journal of Academic Librarianship) and knowledge management (e.g., Journal of Intellectual Capital). He is also the author of a series of children story books published by Pearson Longman Hong Kong, including My Pet Hamsters and The Chocolate Boy.</p>
<p>Dr Chu is the Associate Editor (Asia) for Online Information Review. He is also the Asia Regional Editor for Journal of Information &amp; Knowledge Management and an Editorial Board Member for School Libraries Worldwide.</p>
<p>He holds many research grants including a 3 million Hong Kong dollar (USD$381,270) Quality Education Fund and is a recipient of his Faculty&#39;s Early Career Research Output Award.</p>

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