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Globalisation, changing demographics and technological advancements are some of the key driving forces of the future. Our students will have to be prepared to face these challenges and seize the opportunities brought about by these forces. In Twenty-first Century Learning, students use educational technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions. Twenty-first century education structured should be outcome based which developed certain critical core competencies such as collaboration, digital literacy, critical thinking, and problem-solving, self learning. The curriculum should incorporates higher order thinking skills, multiple intelligences, technology and multimedia, communication skill and self learning methodology along with authenticated scientific assessments and evaluation. Curriculum should provide direction so that student can learn by themselves and work both independently and interdependently. The curriculum and instruction are designed to challenge all students, and provides for differentiation. So the curriculum is not a syllabus or textbook-driven or fragmented, it should be set of Specific, Measurable, Appropriate, Challenging but Achievable educational objective or Skills (outcome) which students will be acquire at the end. Evaluation of student achievement can be made more valid and reliable as the benchmark of achievements is explicitly stated.




21st Century Education and Outcome based Learning


Instructional design for active learning


Outcome based Education


Learning Theories


Taxonomies and Instructional Objectives


Assessment and Evaluation


Good teaching and it attributes


Outcome based Curriculum design

1. Outcome Based Education : Critical Issues and Answers - Willial G. Spady
2. Outcome Based Education and Accreditation - Prof V.V. rao
3. Principles of Instructional Design -Robert M Gagne, Walter W Wager, Katharine C Goals, John M. Keller
4. Instructional Design for Action Learning - Geri McARDLE

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