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Intended Learning Outcomes Information Technology Program: Dr. Hatem Elaydi Islamic University of Gaza March 28, 2010

The document discusses intended learning outcomes for an Information Technology program. It outlines the key knowledge, skills, and abilities students should demonstrate after completing the program, including: understanding IT principles and systems, strong analytical and problem-solving skills, effective communication and teamwork, and the ability to design and implement IT solutions to enhance organizational performance. It also discusses approaches to curriculum design, emphasizing an outcomes-based approach focused on what students can do rather than just content coverage. Constructive alignment between learning outcomes, teaching methods, and assessments is emphasized.

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81 views16 pages

Intended Learning Outcomes Information Technology Program: Dr. Hatem Elaydi Islamic University of Gaza March 28, 2010

The document discusses intended learning outcomes for an Information Technology program. It outlines the key knowledge, skills, and abilities students should demonstrate after completing the program, including: understanding IT principles and systems, strong analytical and problem-solving skills, effective communication and teamwork, and the ability to design and implement IT solutions to enhance organizational performance. It also discusses approaches to curriculum design, emphasizing an outcomes-based approach focused on what students can do rather than just content coverage. Constructive alignment between learning outcomes, teaching methods, and assessments is emphasized.

Uploaded by

كنوز الطبيعة
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Intended Learning Outcomes

Information Technology Program


Dr. Hatem Elaydi
Islamic University of Gaza
March 28, 2010
IT and EE Benchmarks Document, 1st ed.,
2007, Labib Arafeh et.al.
y IT focuses on meeting the needs of users within an
organizational and societal context through the selection,
creation, application, integration, and administration of
computing technologies.
y The scope of the discipline includes the development of
systems based on computer and information technology and
the application of those systems to enhance enterprise
operations.
y IT professionals should be able to work effectively at
planning, implementing, configuring, and maintaining an
organization’s computing infrastructure.
The characteristics of IT professional
must have:
y A broad business and real world perspective;
y Strong analytical and critical thinking skills;
y Interpersonal communication and team skills and have
strong ethical principles;
y Design and implement IT solutions that enhance
organizational performance.
Approaches to curriculum design
Traditionally curriculum design has
always started with
y Course content, which is then used to
decide:
y the teaching method (i.e. how the content
will be covered)
y and subsequently how it will be assessed
Approaches to curriculum design
y The ‘outcomes-based’ approach has emerged
over the last few decades where the focus is
on,
y not the content that the student should have
accumulated,
y but what they are able to do by the end of the
programme/unit or module.
Diagram of Constructive Alignment

Learning outcomes
Teaching/ Assessment
Expressed as verbs
learning that the students tasks
activities have to enact evaluate how
well outcomes
verbs chosen to
are demonstrated
teacher, self or reflect level
peer controlled as
best suits context

Adapted from Biggs, J (1999) Teaching for quality learning at University OU Press
What are learning outcomes?
According to UK –QAA, learning outcomes may be classified as:

Knowledge and Understanding, Skills and other attributes

General description outcomes are :

y Key skills:
skills communication, numeracy, the use of
information technology and managing own
performance, problem solving and working with
others
y Cognitive skills,
skills such as an understanding of
methodologies or ability in critical analysis;
y Subject specific skills,
skills such as professional skills,
laboratory skills , practical skills etc. etc.
Knowledge and understanding (1)
Students will gain knowledge and understanding in the
following areas:
y fundamental principles of computer architectures, operating
systems, computer communications and networks, distributed
computing
y fundamentals of programming and the construction of computer-
based systems, data structures and algorithms, software
engineering techniques and information retrieval
y theory and methods of systems analysis and design and of the
implementation of database systems and information systems
y issues of human-computer interaction, graphics and sound and
multi-media theory and applications
y professionalism and ethics
Knowledge and understanding (2)
y methods for the construction of web-based materials and systems
y Operating systems, Programming fundamentals
y basic business functions and organizational structures, including a
sound understanding of modern business working practices
y problem structuring and decision making, predictive modeling
techniques and system thinking
y business finance and investment, selling and marketing, business
data analysis
y plan for a multi-threaded project, risk management, project
management, quality issues
IT cognitive skills (1)
Students will gain the ability to:
y model and design computer-based systems as a route to understanding
their operational characteristics
y analyse the requirements for computer-based systems with a view to
specifying solution strategies
y critically evaluate and test computer-based systems
y deploy appropriate methods and tools for the design, implementation
and evaluation of computer-based systems
y recognise the professional, moral and ethical issues involved in the
exploitation of Information Technology and be guided by their adoption
y recognize the professional, moral and ethical issues involved in the
exploitation of Information Technology and be guided by their adoption
IT cognitive skills (2)
y demonstrate competence in network administration and support,
use HCI and ergonomic issues in system design
y take apart non-obvious business problems, structure the problem,
collect relevant information, consider options and make
recommendations
y construct a basic investment case for a multi-year initiative of
uncertain outcome
y sell a moderately complex technology-oriented solution
demonstrating understanding of business need, gain and
demonstrate competence in business and data analysis
y construct a project plan for a multi-threaded project, manage a
small project, including the rescheduling for deviations and
handling review meetings
IT practical skills
Students will gain the ability to:
y specify, design and implement computer-based systems
y evaluate systems in terms of their quality and possible trade-offs
y recognise risks or safety aspects involved in the operation of computer-based
systems
y work as part of a development team and to recognize the different roles of
its members
y operate computing equipment efficiently
y apply financial skills to include: managing a budget, net present values, rates
of return, basic balance sheet and income statements, management
information.
y use data collection and assessment, problem analysis, options assessment
y apply basic management considerations: prioritization, task versus
responsibility management
Transferable skills
Students will gain the ability to:
y effectively employ information-retrieval skills
y employ numeracy in understanding cases involving a quantitative
dimension
y make effective use of general IT facilities
y manage one's own learning and development, including time
management and organisational skills
y appreciate the need for continuing professional development in
recognition of the need for lifelong learning
y use selling, questioning, negotiating and closing techniques
y design and apply performance evaluation tools
Course Development
y To assist Program developers in ensuring a clear
alignment between learning outcomes, teaching
and learning methods, and assessment in the
programs they design.
Course Development
Level descriptors

Translate level descriptors


Identify aim of the course into subject descriptors

Write learning outcomes


of course

Design assessment task/s

Define threshold assessment criteria Provide incentive for higher


achievement through
grading assessment-criteria
Develop a teaching strategy to
enable learners to reach the learning
outcomes/ assessment criteria
Develop the course and evaluate it

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