In response to the open invitation of the University Grants Committee’s (UGC) to adopt Outcome-based learning (OBL) in higher education sector, universities and institutes have started reforming their curriculum by using the outcome-based approach in Hong Kong since 2004. In the Hong Kong Institute of Education (HKIEd) since 2007, seven generic outcomes expected of graduates were generated for learning outcomes to be further developed at different levels, such as faculty and department. In the following years, learning outcomes of various formats were formulated within departments under a “bottom-up” approach. The Department of Curriculum and Instruction (C&I) succeeded in constructing a set of six departmental learning outcomes after gaining the consensus of faculty members within the department. In the process, key features of the department and desired attributes of the graduates among thirteen core modules from Bachelor degrees and Postgraduate Diplomas were identified and reviewed and main principles of OBL were considered at the same time. This paper examines the puzzles and challenge we faced in the reform process and shares our experiences and insights gained from such curriculum reform in teacher education.
|Publication status||Published - 2010|
Yu, W. M., Chan, K. S. J., Lam, T. S. J., Ng, T. S. T., & Chan, K. W. P. (2010, December). Developing learning outcomes at departmental level: Puzzles and possibilities. Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.
- Outcome-based learning
- Teacher education
- Departmental learning outcomes
- Teaching Development Grant (TDG)
- TDG project code: T3327
- Period: TDG 2008-2009
- Teaching Development Grant (TDG) Output