FSG-PPT-060610 (pdf) - DrJJ - UiTM

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Outcome Based Education 07/06/2010Kinds of knowledge: Declarative & Functional (D+P)http://drjj.uitm.edu.myFunctioning knowledge is based on the idea of performances of variouskinds underpinned by understanding. . This knowledge is within the experienceof the learner, who can now put declarative knowledge to work by solvingproblems, designing buildings, planning teaching or performing surgerysurgery.Functioning knowledge requires a solid foundation of declarative knowledge.These distinctions tell us what our curricula might address. Curricula in manyuniversities are overwhelmingly declarative with teaching methodscorrespondingly expository. One study from the University of Texas found thatuniversity teachers spent 88% of their teaching time in lecturing students (cited byBok 2006), yet students are supposed to be educated so that they can interactthoughtfully with professional problems; to use functioning knowledge, in otherwords. Unfortunately, often it is only the foundation declarative knowledge that istaught, leaving it to the students when they graduate to put it to work.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 59http://drjj.uitm.edu.myGuidelines to decide on what kind of knowledge is to be involved forthe course: - Declarative or Functional As general ‘cultural’ content, as in the liberal arts notion of an educated person; e.g.a business management student must take an arts subject for ‘broadening’.There is no functioning knowledge involved here. As content specifically related to the profession: e.g. the history of westernarchitecture in an architecture degree. This is important back ground forarchitects to have, but again there may be little direct bearing on functioningknowledge. As content that does bear on functioning knowledge, but is not a key priority.In this case, students might be taught the basic outlines and where to go formore details as and when the need arises. As content that definitely bears on everyday decision making. The CLOsshould be written specifically for seeking the functioning knowledgeconcernedSource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 60Copyright DR JJ, ASERG, UiTM, Shah Alam 30
Outcome Based Education 07/06/2010Guidelines to write your constructively aligned CLOsKind of Knowledge(Declarative [Factual],Conceptual, Proceduralor Functional)Topics to belearned /ContentLevel ofunderstanding /Performance(Outcome verb)MOHE LOs orPLOs (fromCurr Map)http://drjj.uitm.edu.mySource: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 61http://drjj.uitm.edu.myUnderstanding is the appreciation of "why”.It is an interpolative and probabilistic process. It is cognitive and analytical.It is the process by which I can take knowledge and synthesize new nknowledge from the previously held knowledge. The differencebetween understanding and knowledge is the difference between"learning" and "memorizing". People who have understanding canundertake useful actions because they can synthesize new knowledge, orin some cases, at least new information, from what is previously known(and understood). That is, understanding can build upon currently heldinformation, knowledge and understanding itself.Source: Data, Information, Knowledge, and Wisdom by Gene Bellinger, Durval Castro,Anthony Mills6/7/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 62Copyright DR JJ, ASERG, UiTM, Shah Alam 31
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