Create a Course

Outcome Based Education

Outcome-based Education is meant to be a student-centered learning model that bases the whole educational system around clearly defined goals (outcomes). Its model is designed in favor of making students demonstrate what they know and are able to do whatever the required outcomes are. OBE has been emphasized setting clear standards for observable, measurable outcomes. All teaching, learning and assessment activities need to be aligned with these intended learning outcomes. This is known as the principle of constructive alignment.

With the outcomes in mind, the course must be designed in a way that will lead the students to achieve those outcomes, and that's when Bloom's Taxonomy comes into play. Bloom's Taxonomy is basically a classification system used to define and differentiate the level of human cognition. Developed by Benjamin Bloom, it was proposed that learning fit into one of the following three psychological domains:

1. Cognitive domain – process information, knowledge and mental skills
2. Affective domain – attitudes and feeling
3. Psychomotor domain – manipulative, manual or psychical skills

Course Design

To drive a constructive alignment, you, as a facilitator, must be able to explain the reason and purpose behind everything you do or ask your students to do. The alignment helps you ensure that your pedagogical approaches and assessment methods connect with your learning outcomes, leading to course transparency and explicitly-designed course structure. This means you don't teach one topic, assess another and expect students to develop or perform some skills they've never been prepared for.

The notion of constructive alignment is that students construct their own learning through a series of relevant learning activities. Teachers are responsible for designing the learning environment and activities that facilitate that learning (Biggs, 2013). The relationship between these three concepts are simply presented as 'the triangle of effective learning'.

"By the end of this course, you will be able to..."

Critically evaluate ……………………………………………………
Apply fundamental principles ………………………………
Explain why ……………………………………………………………
Formulate ………………………………………………………………
Identify and describe ……………………………………………

Once the learning objectives have been set, you must develop assessments, teaching strategies, and learning activities to ensure that every activity is accounted for achieving course goals, and those developed approaches are aligned with what you intend to measure.

The basics of good course design start with identifying what you want the students to learn by defining the course’s learning objectives. This will help you prioritize what teaching & learning activities, assessments, and other relevant content should be included in your course, to ensure that the students completed the course with desired skills and competencies. When breaking down the course learning objectives into smaller unit-levels, make sure that those smaller objectives can contribute to the desired course-level outcomes.

Next, writing learning objectives use action verbs as categorized by Bloom’s Taxonomy to hierarchically set up students’ skills from lower to higher-order. It will help you appropriately identify the students’ baseline level of knowledge and skills, and also know how to move from simple to more complex levels of competency classification. The notion is that you need to design the learning outcomes measurable and meaningful, rather than broad and intangible.

Course process and forms

Visit Procedures and Forms for more information
Course Credit Hours Conversion – from clock hours per week to credit hours
Link: Clock to Credit Hour Converter | xls

Use first table to calculate credit hours for lecture/lab course and the second one for internship/training/fieldwork course
Put a number of lecture/lab/internship/training/fieldwork hours per week in the box with red underline
The table will calculate and show the following data:

Structure of credit hours
Lecture/Lab/Internship/Training/Fieldwork credits
Total credits
Total study hours per week
Lecture/Lab/Internship/Training/Fieldwork hours per trimester
Total study hours per trimester

Course description is one of the main driving forces behind the students' decision to take a course. It serves as an overview of content covered, knowledge and skills to be learned, and what benefits students will gain from enrolling. It should be clear, concise, and easy to understand. Though it focuses primarily on students, it can be accessed by the general public, including parents, prospective students, other universities for transferring credits, employers, and accrediting bodies.

Should not be written in a complete sentence, phrases are preferred
Should be clear and concise, exclude any introductory text such as this course provide..., the content cover..., participant will..., refrain from exemplifying or overexplaining, including using the words like for example, such as, and do not mention pedagogical approaches or strategies
For Thai course descriptions, avoid any punctuations and English terms integration, and refer to Thai Royal Institute dictionary, or referenceable/industry-approved technical terms for any foreign academic terminology. If those words are in the process of entering common use and haven't been fully accepted in mainstream language, transliteration is acceptable using Thai Royal Institute Transliteration System Guideline
Thai and English course descriptions must be in alignment. Strictly follow the meaning of words are a must
For English course descriptions, start with a capital letter followed by small letters, except for proper nouns. Use comma (,) to separate each item in a series that has the same function and form, and end the phrase with a semicolon (;)
Omit using period (.) at the end of phrase
Should refrain from using pronouns like we/I/you, or gendered pronouns like he/she
Should be the concept-based description instead of a teaching topic/name of software/technology that changes term to term, to facilitate the flexibility of adjusting the lesson plan to keep pace with changes

ศรสว ๕๐๒ วิทยาระเบียบวิธีวิจัย ๒ (๒-๐-๔)

SIRE 502 Research Methodology

วิทยาระเบียบวิธีวิจัย และรูปแบบการวิจัย ประเภทต่างๆ การวิจัยเชิงสังเกต การวิจัยเชิงทดลอง การวิจัยเชิงคุณภาพ การประยุกต์กระบวนการทางวิทยาศาสตร์ ในการออกแบบงานวิจัย การกำหนดคำถาม และ สมมติฐานการวิจัย การพัฒนาข้อเสนอ

การวิจัยเทคนิคการรวบรวมข้อมูลการจัดการและวิเคราะห์ข้อมูลการอ่านบทความวิจัยทางวิทยาศาสตร์วรรณกรรมโดยการค้นหาผ่านอุปกรณ์อิเล็กทรอนิกส์และแหล่งที่มาของข้อมูลในวิทยาศาสตร์การแพทย์

Research methodology and types of research; observational, experimental, qualitative researches; applications of scientific process in research design; formulation of research questions and hypotheses; research proposal development; technique of data collection, data management and analysis; critical reading of scientific research articles using literature search through electronic equipment and information sources in medical sciences

Outcome Based Education

Course Design

Course process and forms

Learning Approaches

Active Learning

Digital Education Technology – Technological Pedagogical Content Knowledge or TPACK

Adapted from: TPACK Framework (Mishra & Koehler, 2006)

Online Course Design (MUIC CONNECT)

Outcome Based Education

Course Design

Course process and forms

Learning Approaches

Active Learning

Digital Education Technology – Technological Pedagogical Content Knowledge or TPACK

Adapted from: TPACK Framework (Mishra & Koehler, 2006)

Online Course Design (MUIC CONNECT)

We value your privacy