Outcomes Based Education and Instructional Technologies
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The paper discusses how authoritarian approaches to proscriptive learning methodologies have been replaced by a new emphasis on classical models of learner-centered or Socratic praxis, specifically, outcomes based education (OBE) pedagogies. The paper explains the OBE model of pedagogical transformation from this author's personal experience in the classroom and discusses the author's interest in new learning technologies. The paper also presents the opinion of the author on the 'lifelong habit' of computer interaction-ism and explains the methods of iterative knowledge acquisition for students.
From the Paper:"The iterative structure of the learner-centered model underscores the development of new alternatives in instructional technologies, and sources foundation to those approaches in the evaluative testing of student performance. According to the theoretical proposition of Driscoll and Wood, faculty perception has a viable role in the OBE process as well. Knowledge sharing through professional dialogue and research is put at the center of the OBE model of pedagogical transformation, and serves as a depth provision in the construction of 'learner-centered' applications.
"As an Educator, I am keenly aware of the influence that my own experience in the classroom will have on students and their learning processes. Assumption to the study of OBE as a research based model for building better processes into the facilitation of standardized curricula promote the use of both qualitative and quantitative methodologies as a means to deductive analysis of outcomes. Employing a grounded theory method of educational praxis in preface to contribution to recommendations to institutional guidelines for learner-centered applications, in this study I look at the processes by which my own inputs in the classroom affect student learning positively from the mentor perspective where 'lifelong habits' inform decision making, and also review cutting-edge, instructional learning technologies as a means of assisting students in behavioral choice modeling toward optimization of the 'total' learning experience; and including standardized performance."
Sample of Sources Used:
- Allodi, M. (2010). Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments. Social Psychology of Education, 13 (2), 207-235.
- A Pedagogy for 20th Century Learning (2010). SchoolKit. Retrieved from: http://www.schoolkit.com/learn21.aspx
- Driscoll, A. and Wood, S. (2007). Developing Outcomes Based Assessment: for learner centered education. Sterling, VA: Stylus.
- Ericksan, K. (2010). Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews. Educational Measurement: Issues & Practice, 29 (2), 24-35.
- Kim, E. (2010). Personal factors impacting college student success: constructing College Learning Effectiveness Inventory (CLEI). College Student Journal. Project Innovation, 44 (1), 12.
Cite this Analytical Essay:
Outcomes Based Education and Instructional Technologies (2013, May 01) Retrieved January 19, 2020, from https://www.academon.com/analytical-essay/outcomes-based-education-and-instructional-technologies-152987/
"Outcomes Based Education and Instructional Technologies" 01 May 2013. Web. 19 January. 2020. <https://www.academon.com/analytical-essay/outcomes-based-education-and-instructional-technologies-152987/>