Clarity Is Power: Learning Outcomes, Learner Autonomy and Transferable Skills. Developing FE. FEDA Report.

Autor/inn/en	Wilde, Francesca; Hardaker, Roger
Institution	Further Education Development Agency, London (England).
Titel	Clarity Is Power: Learning Outcomes, Learner Autonomy and Transferable Skills. Developing FE. FEDA Report.
Quelle	1 (1997) 10, (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1361-9969
Schlagwörter	Adult Education; Case Studies; Classroom Techniques; Educational Objectives; Educational Principles; English; Environmental Education; Evaluation Criteria; Evaluation Methods; Foreign Countries; French; Instructional Development; Models; Outcome Based Education; Outcomes of Education; Personal Autonomy; Postsecondary Education; Program Design; Program Evaluation; Student Evaluation; Teaching Methods; Technical Institutes; Transfer of Training; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; English language; Englisch; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Französisch; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Lernerfolgsmessung; Lernleistung; Schulerfolg; Individuelle Autonomie; Post-secondary education; Tertiäre Bildung; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Technische Fakultät; Training; Transfer; Ausbildung; Berufsbildung; Großbritannien
Abstract	This report examines issues and approaches to course design and evaluation within the higher education (HE) sector that are relevant and applicable to the United Kingdom's further education (FE) sector. Chapter 1 examines the increasing emphasis on student-centered learning in FE/HE and the implications of that trend. Discussed in chapter 2 are the following: principles and benefits of the learning outcomes model, steps in writing a learning outcomes-based course, and assessment criteria and levels and grading in courses based on the learning outcomes model. Chapter 3 begins with a discussion of the benefits of focusing teaching on helping students develop autonomy. It details the advantages and techniques of the following methods for fostering learner autonomy: fewer lectures; small group work; peer tutoring; proctoring; resource-based learning; learning agreements/negotiated learning; changes in assessment; and continuous evaluation and review. Chapter 4 profiles outcomes-based course design efforts at two colleges. Among the issues and practices discussed in the two case studies are the following: academic progression; development of personal and conceptual skills; interdisciplinary studies; resource-based learning in environmental science; peer assessment in French; and development of independent learning skills in English studies. Four bibliographies contain a total of 102 references. (MN)
Anmerkungen	Further Education Development Agency, Publications Dept., Mendip Centre, Blagdon, Bristol BS18 6RG, England, United Kingdom (10 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC