Page 19 - Teaching and learning of interdisciplinary thinking in higher education in engineering

General introduction
Intended learning outcomes
Incorporate verbs that students have to enact as appropriate to the context of the content discipline
The very best outcomes that could be reasonably expected containing verbs as such as hypothesize, reflect, apply to ‘far’ domains, relate to principle
Highly satisfactory outcomes
containing verbs such as solve expected problems, explain complex ideas, apply to professional practice
Quite satisfactory outcomes
containing verbs such as solve basis problems, explain basic ideas, use standard procedures
Minimally satisfactory outcomes and applications; inadequate but salvageable higher level attempts
Teaching/ learning activities
Designed to generate or elicit desired verbs in large classes, small groups, or individual activities may be:
- Teacher- managed
- Peer-managed - Self-managed
as best suits the intended learning outcomes
Assessment tasks
Format of tasks such as that the target verbs are elicited and displayed in context
Criteria specified clearly to allow judgement as to student’s performance
Figure 1.2 Outcome-based design model (Biggs & Tang, 2007, p. 59; 2011, p. 105)
The outcome-based design model comprises three parts (Biggs & Tang, 2007, 2011): (a) the intended learning outcomes, (b) teaching and learning activities, and (c) the assessment tasks. The outcome-based design model prescribes the formulation of intended learning outcomes followed by the formulation of teaching and learning activities, and assessment tasks. The formulation of teaching and learning activities, and assessment tasks should be aligned with the formulated intended learning outcomes, as schematically represented by the arrows in Figure 1.2. Starting the design of education with defining the intended learning outcomes is known as the outcome-based design principle and the alignment of the teaching, learning, and assessment with the intended learning outcomes is known as the constructive alignment design principle (Biggs, 2012; Biggs & Tang, 2011). As depicted in Figure 1.2 the intended learning outcomes vary from minimally satisfactory outcomes and applications to the very best outcomes demanding for cognitive activities such as reflecting, applying, relating, and
9