This means starting with a clear picture of
what is important for students to be able to
then organizing curriculum, instruction, and
assessment to make sure this learning
ultimately happens. The keys to having an
outcome-based system are: 1) Developing a
cleat set of learning outcomes around which all
of the system's components can be focused. )
Establishing the conditions and opportunities
within the system that enable and encourage
all students to achieve those essential
outcomes. Outcomes are clear learning results
that we want students to demonstrate at the
end of significant learning experiences. They
are not values, bcliefs, attitudes, or
psychological states of mind. Instead, outcomes
are what learners can actually do with what
they know and have learned they are the
tangible application of what has been learned.
This means that outcomes are actions and
performances that embody and reflect learner
competence in using content, information,
ideas, and tools successfully. Having learners
do important things with what they know is a
major step beyond knowing itself. Because
outcomes involve actual doing, rather than just
knowing or a variety of other purely mental
processes, they must be defined according to
the actions or demonstration processes being
sought. When defining and developing
outcomes, educators must use observable
action verbs like describe, explain, design, or
produce rather than vague or hidden
nondemonstration processes like know,
understand, believe, and think.
Simply stated, a paradigm is a way of viewing
and a way of doing things consistent with that
viewpoint. As described earlier, the OBE
paradigm that shapes decision making and
patterns of concrete action is the viewpoint that
WHAT and WHETHER students learn
successfully is more important than WHEN and
HOW they learn something. From a broader
perspective, this orientation to schooling
entails a fundamental shift in how the system
operates a shift that makes "accomplishing
results" more important than simply "providing
services." Implicit in the OBE paradigm is the
desire to have all students emerge from the
systema genuinely successful learners. OBE's
two key purposes reflect its underlying
"Success for all students and staff' philosophy.
They are: Ensuring that all students are
equipped with the knowledge, competence, and
qualities needed to be successful after they exit
the educational system. Structuring and
operating schools so that those outcomes can
be achieved and maximized for all students.
The first premise explicitly takes differences in
students' learning rates and learning styles
into account not as Barriers to successful
learning, but as factors that must be designed
into any sound instructional process All
students can learn and succeed, but not on the
same day in the same way. Successful learning
promotes even inure successful learning.
Schools control the conditions that directly
affect successful school learning. OBE's
"POWER" PRINCIPLES1. CLARITY OF FOCUS
on Culminating Exit Outcomes of Significance
2. EXPANDED OPPORTUNITY and Support for
Learning Success 3. HIGH EXPECTATIONS for
All To Succeed 4. DESIGN DOWN from Your
Ultimate, Culminating Outcomes.
Design down means staff begin their
curriculum and instructional planning where
they want students to ultimately end up and
build back from there, At its core, the process
requires staff to start at the end of a set of
significant warning experiences its culminating
point and determine which critical components
and building blocks of learning (enabling
outcomes) need to be established so that
students can successfully arrive there. The
term "mapping back" is often used to, describe
this first golden rule. The second rule states
that staff must Be willing to replace or
eliminate parts of their existing programs that
are not true enabling outcomes. Therefore, the
challenges in a design down process are both
technical determining the enabling outcomes
that truly underlie a culminating outcome and
emotional having staff be willing to eliminate
familiar, favorite, but unnecessary, curriculum
details.
Let's assume that any educational organization
is made up of two broad parts. One is its
operational system the curricular and
instructional elements that relate directly To
the teaching and learning process. The other is
its support system the administrative,
logistical, and resource components that
enable the teaching and learning process to
exist and function. From this systems
perspective, an outcome-based system is one in
which exit outcomes and the four principles
influence and "drive" all of the key structural
and functional components of the operational
and support subsystems. More specifically,
assume the operational system is composed of
four key parts or structures: A standards and
accountability structure that determines how
achievement and performance standards are
defined and how graduation credit is awarded.
(This structure includes assessment. grading,
report cards, transcripts, credits, and
diplomas.) A curriculum content and
articulation structure that determines how the
system's formal learning experiences for
students are defined, organized, and linked.
(This structure includes programs, courses of
study, subject areas, and courses.) An
instructional process and technology structure
that determines what tools and techniques the
system uses to engage students in learning the
curriculum. (This includes the organization of
instruction and the technologies for carrying it
out.) An eligibility, promotion, and assignment
structure that determines which students will
work with which teachers and students, on
what, when, and under which physical
arrangements. (This structure contains
everything related to student grouping,
scheduling, placement, promotion, and
advancement through the curriculum.)
Standards and Accountability Structure Sets
higher acceptability and passing standards
than does the traditional system. Leaves
achievement measures, testing, grading, and
reporting largely unchanged except for
consistent use of "second chances" on tests and
assignments. Curriculum Content and
Articulation Structure Better focusing of
curriculum priorities and prerequisites for
learning success within the classroom, but
overall curriculum content and structure are
generally unchanged from the traditional
system. Existing curriculum is the prevalent
basis for defining outcomes.
Standards and Accountability Structure Sets
clearer and higher acceptability and passing
standards than does the traditional system.
Most achievement measures, assessments,
grading, and reporting are largely unchanged
from the existing system except for a strong
trend toward 1) using authentic assessments,
program and/or exit outcomes; 2) using A,B,I
grading (which treats B as the minimum
performance expectation and passing grade);
and 3) basing grades and credit on end-of-year,
rather than on averaged performances.
Consistent use of "second or multiple chances"
on tests and assignments. Curriculum Content
and Articulation Structure 1Iighly variable
across districts, depending on whether they
have an exit outcome framework that is more
than traditional content-focused
demonstrations. Serious attempts at getting
content to match and support outcomes and
getting grade levels and courses to connect
more closely.
Standards and Accountability Structure Clear
intent to supplement, if not replace,
conventional grading and course credit
standards for graduation. If not clearer, then at
least higher standards than current
minimums. Many designing new assessment
systems; others giving local districts discretion
to design them within guidelines. Testing and
grading practices in existing courses largely
unaffected, but relegated to lower importance
as the key determiner of graduation status.
Dates for key "high stakes" performances vary
greatly, as do student and district
consequences for not meeting standards.
Curriculum Content and Articulation Structure
Potential impact on local districts highly
variable, depending on the nature of the state's
culminating outcome framework. Traditional
frameworks may mean small changes in
content but big changes in effectiveness.
Transitional and transformational
frameworks imply and invite major changes
along both dimensions for which few prototypes
exist. States anddistricts will have to invent
them.
Definite intent to redefine performance and
standards around clear criteria and to provide
regular reports on actual student learning
levels in all key outcome areas. These criteria
would replace conventional grading and course
credit standards for promotion and graduation.
Both clearer and higher standards linked
directly to transitional and transformational
outcomes. Districts beginning to design
authentic assessments and continuously
"updatable" performance portfolios and
reporting systems for culminating outcomes
and their key enablers. Curriculum Content
and Articulation Structure Opens door to total
redirection and redesign of future-focused
curriculum, with a problem- and issue-based
content focus and continuous development of
student abilities along all major competence
dimensions. Interdisciplinary and total K-12
planning a must. Designs focus on
continuously bringing key culminating
outcomes into the classroom at
developmentally appropriate levels for
students, while fostering mastery of key
enabling content and competencies. Far fewer
predefined nine-month courses. All students
eligible to pursue high-challenge curriculum.
Some prototypes are under development.
What is Education 4.0?
In the 21st century, technology started to permeate the educational process,
and both students and teachers started the use of technology in education in
fundamental ways that came to be known as Education 2.0. Technology
advancements, particularly the wide adoption of a more user-generated
internet, led to the emergence of education 3.0.
Now, Education 4.0, a learning approach associated with the fourth industrial
revolution, aims to transform education in the future through cutting-edge
technology and automation. This technological revolution includes robotics,
artificial intelligence, and smart technology.
Education 4.0 - 5 Key Benefits in Learning
Landscape
Preparing students for evolving industries
The skills required of employees will surely evolve as more
organisations combine cyber-physical systems.
The ability of technology to keep us connected at all times has led to an
increase in the flexibility and adaptability of job duties. Hence,
Education 4.0 is all about adapting to change, bringing the use of
technology in education and for schools to determine what their future
students will require.
Automating basic administrative tasks
Administrative work takes up a lot of time for teachers. Automation of
activity grading and assessment will become easier with the use of
technology in education, benefitting the teachers. Automating
administrative duties with cutting-edge technologies like artificial
intelligence (AI) and machine learning (ML) enables teachers to spend
more time with students, further enhancing the learning experience in
classrooms.
Offering personalised education
The purpose of AI and ML in education is to aid teachers in better
understanding each student’s potential and limitations through the use
of technology in education. Each student has a different learning
method and pace & teachers are able to cater to these needs of
students now through AI and ML.
Providing constructive criticism
AI can be used by teachers in the classroom to improve the
guidance they give to their students and to make studying more exciting
as the students are engaged in active learning. It also allows teachers to
provide students with instant feedback, which helps students identify
their weaknesses and figure out how to address them.
Offering access to all pupils
AI and machine learning are utilised in the classroom to make learning
accessible to all students. Even students who are visually impaired or
have hearing disabilities can access education with the help of AI tools
like real-time subtitles, etc.
The use of well-designed artificial intelligence in education enables teachers
and students to benefit from the advancements in technology that
can improve educational methods. AI-powered tools will assist teachers in
improving students’ academic performance and sharpening their critical
thinking abilities.
