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PED15 Lecture 1 Compressed

The document discusses the integration of technology in education, emphasizing the shift from traditional Input-based Education (IBE) to Outcome-based Education (OBE). It outlines the principles of OBE, its importance in modern learning, and the roles of learners, educators, and the community in achieving successful educational outcomes. The document also highlights the need for a collaborative effort to implement OBE effectively.

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Jade anthony Edem
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20 views15 pages

PED15 Lecture 1 Compressed

The document discusses the integration of technology in education, emphasizing the shift from traditional Input-based Education (IBE) to Outcome-based Education (OBE). It outlines the principles of OBE, its importance in modern learning, and the roles of learners, educators, and the community in achieving successful educational outcomes. The document also highlights the need for a collaborative effort to implement OBE effectively.

Uploaded by

Jade anthony Edem
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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February 12, 2025

INTEGRATION OF
TECHNOLOGY IN
INSTRUCTION

Technology for
Teaching Learning 2
BTVTED 2nd year

Presented by > Mr. Jerald B. Estrada PED15


Intro-duction
> Welcome to the New Era

The shift from the traditional Input-


based education (IBE) to Outcome-
based Education (OBE) is being
energized by the increasing demand
for vigilant enforcement and
accountability in all sectors of
education. Stakeholders consider this
student-centered and constructivist
platform as a timely response to
quality learning.
Intended Learning Outcome
> At the end of this module, you are expected to:

·Understand the importance of


Outcome-based education and can
be able to use in learning process
Establish the significance of
technology in the 21st century
instruction.
What is OBE?
> OUTCOME-BASED EDUCATION
OBE is a process of curriculum
design, teaching, learning and
assessment that focuses on what
students can actually do after they
are taught.

Wiliam Spady
an American Sociologist, defines OBE as… a
comprehensive approach in organizing and
operating an education system that is
focused on and defined by the successful
demonstrations of learning sought from
each student (Spady, 1994:2)
What is
OBE?
> OUTCOME-BASED EDUCATION

underscores Outcome as… clear learning results that we want students


to demonstrate at the end of significant learning experiences… and are
Spady actions and performances that embody and reflect learners’ competence
in using content, information, ideas, and tool successfully.

defines Outcome- based Education as an approach that

CHED focuses and organizes the educational system around what is


essential for all learners to know, value and do to achieve a
desired level of competence at the time of graduation (CHED
Implementation Handbook, 2013).
Spady (1993)
Identified Four Basic
Principles of OBE
> Staying Ahead of the Curve

1 2 3 4
CLARITY OF FOCUS DESIGNING CONSISTENT, HIGH EXPANDED
ABOUT OUTCOMES EXPECTATIONS OF
BACKWARDS OPPORTUNITY
Using the major learning SUCCESS Developing curriculum
Learners are certain
outcomes as the focus Helping students to succeed that allows every
about their goals and
and linking all, planning, by providing them learner to progress in
are always given encouragement to engage
teaching and his/her own pace and
significant, deeply with the issues they
assessment decision that caters to individual
culminating exit directly to these
are learning and to achieve
the set of high challenging
needs and differences.
outcomes. outcomes.
standard.
Why Shift
to OBE?
> Looking Forward

OBE is distinguished from OBE makes it OBE is the benchmarking


other reforms by its focus on concept trending in higher
imperative to lay down
outcomes, thereby enabling it education. It aims to organize a
to address the pressing what are the intended Work-Integrated Education
worldwide concerns on learning outcomes of an (WIE) at the program level to
link students and faculty with
accountability, and effectively institution, and commit
pairs legislative control with the industry and eventually
its educational engage leaders of the profession
institutional autonomy (Evans,
1991). resources until the goals and industry to enrich the
teaching and learning activities.
are achieved.
How to
Adopt OBE?
> How We Do It
In OBE, learning outcomes are
constructively aligned in a learning
program that fits this framework:

INSTITUTIONAL PROGRAM INTENDED COURSE


INTENDEDLEARNING LEARNINGOUTCOMES INTENDEDLEARNING
OUTCOMES (IILO)
(PILO) OUTCOMES (CILO)
What the graduates What graduates What students
of the from a particular should be able to
university/college degree program do at the
are supposed to be should be able to completion of a
able to do do given course;
How to
Adopt OBE?
> How We Do It
In OBE, learning outcomes are
constructively aligned in a learning
program that fits this framework:

PROGRAM INTENDED COURSE INTENDED LEARNING


LEARNINGOUTCOMES INTENDEDLEARNING OUTCOMES (ILO)
(PILO) OUTCOMES (CILO)
What graduates What students What students
from a particular should be able to should be able to do
degree program do at the at the completion of
should be able to completion of a a unit of study of a
do given course; course
Outcome-Based
Teaching and
Learning(OBTL)
In the Outcome-Based Teaching
and Learning (OBTL)Instructional
Program, the learners take the
center stage, as traced back to
Tyler’s(1949) basic principle of
curriculum and instruction: It is
what the students do as evidence
of their learning.
OBTL has a three-pronged
implication for:
> A Glimpse into the Future

LEARNERS TEACHERS INSTITUTION

promotes a deep
promotes addresses
and lifelong reflective continuous
learning skills; teaching program
practices improvement
Under OBE, the word
Syllabus is replaced by a
learner-centered term called
a Learning Program,
consisting of the sample
elements for a Learning
Matrix as shown below
(CHED Implementing
Manual, 2013):
The OBE curriculum is
driven by Assessments that
focus on well-defined
learning outcomes and not
primarily by factors such as
what is taught, how long the
students take to achieve the
outcomes or which path the
students take to achieve
their target (Kissane, 1995).
The full implementation
and success of OBE
demands a concerted effort,
as in the old a phorism: lt
takes a village to educate a
child. There is an urgent call
for all concerned to keep the
rhythm in the steady march
of humanity’s progress:
LEARNERS
assuming greater
responsibility and EDUCATOR
actively Strategizing
participating in the educational PARENTS AND COMMUNITY AT THE
learning process planning that is LARGE
results oriented; exercising their right to ensure
that the quality of education for
the next generation is not
compromised by social, political
and economic concerns.

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