The outcomes-based approach: Concepts and practice in curriculum and educational technology design

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This chapter aims to discuss the emerging trend of an outcomes-based approach to curriculum improvement in higher education in recent decades; consider its practical considerations for curriculum and educational technology design; critically review the advantages and disadvantages of adopting an outcomes-based approach; and finally discuss the caveats of inappropriate use in curriculum and instructional design in higher education. As any other models of educational or instructional design, the outcomes-based approach has limitations, as well as promises for guiding better instruction and curriculum. It remains as a matter of how skillfully it is used to maximize its benefits and value while diminishing its limiting effects that could educationally trivialize the kind of learning and education that it purports to promote in the first place. Copyright © 2012, IGI Global.
Original languageEnglish
Title of host publicationInformed design of educational technologies in higher education: Enhanced learning and teaching
EditorsAnders D. OLOFSSON , J. Ola LINDBERG
Place of PublicationHershey, PA
PublisherInformation Science Reference
Pages21-37
ISBN (Print)9781613500804
DOIs
Publication statusPublished - 2012

Citation

Tam, M. (2012) The outcomes-based approach: Concepts and practice in curriculum and educational technology design. In A. D. Olofsson, & J. O. Lindberg (Eds.), Informed design of educational technologies in higher education: Enhanced learning and teaching (pp.21-37). Hershey, PA: Information Science Reference.

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