Learning Outcomes For Economists

Articulating thoughtful learning outcome statements for courses and majors improves teaching and learning and satisfies accreditation requirements. After reading this paper, economists will be able to construct learning outcome statements that guide and enhance teaching and learning in their courses and programs. We present a framework for developing learning outcomes based on a set of five fundamental competencies in economics. We then provide another public good, offering a complete set of learning outcomes for an introductory microeconomics course, which instructors can include in their syllabi. For additional guidance, we construct examples of lesson-specific learning outcomes as well

INFLUENCE OF INTENSITY, MOTIVATION AND INTEREST MEDIA AS A LEARNING COMPUTER USE OF STUDENT LEARNING LESSONS IN CURRENCY INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN JUNIOR HIGH SCHOOL (SMPN) 14 PURWOREJO

The research aim to find out : (1) Influence the intensity of the use of computers as a medium of learning on student learning outcomes in ICT subjects at Junior High School 14 Purworejo. (2) Motivation influences the use of computers as a medium of learning on student learning outcomes in ICT subjects at Junior High School 14 Purworejo. (3) Influence of media interest in the use of computers as learning on student learning outcomes in ICT subjects in the Junior High School 14 Purworejo. (4) Influence the intensity, motivation and interest in the use of computers as a medium of learning for student learning outcomes in ICT subjects in the Junior High School 14 Purworejo. This research is ex-post-facto quantitative approach. The population is all student of Junior High School 14 Purworejo totaling 570 students with sample 230 students. Methods for collecting data using questionnaires and documentation. Data analysis techniques using simple regression analysis techniques and multiple regression three predictors. The results showed that : (1) There is a positive and significant correlation between the intensity of the use of computers as a medium of learning for learning ICT learning outcomes by 15.2 %. (2) There is positive and significant relationship between motivation to use computers as a medium of learning for ICT learning outcomes of 24.5 %. (3) There is a positive and significant correlation between interest in the use of computers as a medium of learning for ICT learning outcomes by 22.2 %. (4) There is a positive and significant correlation between the intensity, motivation and interest in the use of computers as a medium of learning for ICT outcomes 43.3 %. Keywords : Intensity, Motivation, Interest, Learning Outcomes

RELATIONSHIP BETWEEN LEARNING MATHEMATICS AND THE ROLE OF TEACHERS IN LEARNING PROCESS OF LEARNING WITH MICROSOFT OFFICE EXCEL 2007 Prodi COMPUTER AND NETWORK ENGINEERING STUDENTS IN CLASS XI SMK Muhammadiyah 1 GREETINGS ACADEMIC YEAR 2012/2013

This study aimed to determine the relationship between the Math Learning Outcomes Learning Outcomes Microsoft Office Excel 2007, the relationship between the role of teacher in the Learning Outcomes Learning Microsoft Office Excel 2007, and the relationship between Learning Outcomes and the Role of Teachers in Mathematics Learning together with Learning Outcomes Microsoft Office Excel 2007 Prodi Computer Engineering and Networks Class XI student at SMK Muhammadiyah 1 Hail in Academic Year 2012/2013. This research is Ex-post facto quantitative approach. The subjects of this study were students of class XI Prodi Computer Engineering and Networks in SMK Muhammadiyah 1 Greetings. Data collection using questionnaires for variables Teacher Role in the Process of Learning and the documentation for the variable results of Learning Mathematics and Learning Outcomes Microsoft Office Excel 2007. Test the validity of the instrument using Product Moment Correlation formula and test the reliability of using the formula Croanbach's Alpha. Test requirements analysis includes normality test, linearity and multicollinearity test. The first and second hypothesis testing using Product Moment correlation, while for the third hypothesis testing using multiple correlation. The results showed that: (1) There is a positive and significant relationship with the Mathematics Learning Outcomes Learning Outcomes Microsoft Office Excel 2007. This was indicated by the correlation coefficient (rx1y) of 0.307, pvalue 0.010 <0.05, the coefficient determinant (r2x1y) of 0.094, 2.658 t count for more than ttabel by 2,000, (2) There is a positive and significant role of teachers in Learning Outcomes Learning with Microsoft Office Excel 2007. This was indicated by the correlation coefficient (rx2y) of 0.393, p-value 0.001 <0.05, the coefficient determinant (r2x2y) of 0.155, 3.527 t count for more than ttabel by 2,000, (3) There is a positive and significant relationship Mathematics Learning Outcomes and the Role of Teachers in the Process of Learning together with the Learning Microsoft Office Excel 2007. This was indicated by Fhitung 7.995 greater than 3.13 or a probability Ftabel 0.001. Coefficient determinant (R2y1, 2) of 0.193 means that 19.3% of the variance that occurs in the variable Result Learning Microsoft Office Excel 2007 is determined by the variance of outcome variables that occur in learning mathematics and the role of the teacher in the learning process

Effective Assessment in Art and Design : writing learning outcomes and assessment criteria in art and design

This document has been written to help teachers in art and design who are writing project briefs or unit outlines in learning outcomes form for the first time. It is not meant to be prescriptive but rather a general guide that attempts to clarify the purposes of outcome-led learning and identify some of the pitfalls you might encounter. You will find that the most successful examples of outcome-led learning come from competency-based learning where it is relatively straightforward for students to provide evidence of their learning because the outcomes are almost always skills oriented. Increasingly, universities are adopting the learning outcomes approach (student-centred) in preference to the aims and objectives approach (teacher-centred). Many examples now exist of text-based subjects working with learning outcomes. One of the major challenges for them is to take the term 'understanding' and redefine it in terms of more specific measurable cognitive (thinking) outcomes. In art and design our challenge is greater because we work with rather more ambiguous terms such as 'creativity', 'imagination', 'originality' etc as well as 'understanding'. A significant challenge for you then will be to articulate learning outcomes in a way which promotes these important cognitive attributes but at the same time provides some useful methods of measuring their achievement

Learning outcomes and their assessment: putting Open University pedagogical practice under the microscope

The Open University (OU) is the United Kingdom's only university devoted to distance learning. It is also the UK's largest university with over 200,000 students overall. Around 150,000 students are studying undergraduate level courses. Over the last decade major policy changes have impacted on UK higher education. Following the recommendations of the National Committee of Inquiry into Higher Education (Dearing Report, 1997) and the establishment of the Quality Assurance Agency, all UK universities have been required to define learning outcomes for their programmes and link learning outcomes to teaching and assessment. This major pedagogic shift led the OU to establish the Learning Outcomes and their Assessment (LOTA) project to re-examine the ways its courses are planned, designed, delivered and assessed, and to initiate necessary institution-wide changes. Explicitly linking outcomes, assessment and teaching, actively using assessment for learning, and supporting academic staff development are key elements in enhancing student learning

Unsupervised Learning for Understanding Student Achievement in a Distance Learning Setting

Many factors could affect the achievement of students in distance learning settings. Internal factors such as age, gender, previous education level and engagement in online learning activities can play an important role in obtaining successful learning outcomes, as well as external factors such as regions where they come from and the learning environment that they can access. Identifying the relationships between student characteristics and distance learning outcomes is a central issue in learning analytics. This paper presents a study that applies unsupervised learning for identifying how demographic characteristics of students and their engagement in online learning activities can affect their learning achievement. We utilise the K-Prototypes clustering method to identify groups of students based on demographic characteristics and interactions with online learning environments, and also investigate the learning achievement of each group. Knowing these groups of students who have successful or poor learning outcomes can aid faculty for designing online courses that adapt to different students' needs. It can also assist students in selecting online courses that are appropriate to them

Improving Learning Outcomes Matter Multiplication Using Media Boards Nailed On Mathematics For Students In Grade 2 Sdn Banyu Urip IX / 563 Surabaya

Perkalian bilangan merupakan kebutuhan dasar manusia dari semua lapisan masyarakat dalam pergaulan hidup sehari-hari. Mengingat pentingnya perkalian bilangan maka pengetahuan perkalian perlu diajarkan kepada anak sejak dini. Kenyataannya untuk nilai perkalian di SDN Banyu Urip IX/563 terutama di kelas II masih kurang sesuai dengan KKM yang di harapkan sekolah. Ini disebabkan guru kurang inovatif dan kreatif dalam menggunakan media pembelajaran. Untuk itu peneliti akan menggunakan media pembelajaran yang dapat menarik minat anak untuk menyenangi pembelajaran perkalian. Media papan berpaku adalah salah satu media yang berfungsi sebagai alat bantu pengajaran perkalian yang terbuat dari papan dan paku. Papan berpaku membuat anak dalam memahami materi perkalian. Anak dapat langsung menggunakan. Penilitian ini dilaksanakan dalam dua siklus dan tiap siklus dilaksanakan dua kali pertemuan. Data yang di ambil dalam penelitian ini adalah hasil observasi siswa dan hasil tes belajar siswa setiap akhir siklus sedangkan subyek penelitian ini adalah siswa kelas II SDN Banyu Urip IX/563. Hasil penelitian yang dilakukan terhadap 27 siswa dari siklus I sampai siklus II diperoleh hasil sebagai berikut: siklus I hasil tes belajar siswa mencapai 60,1 dan siklus II 74,1 keberhasilan anak telah mencapai KKM yang telah di tentukan. Dari hasil penelitian ini bahwa dengan menggunakan media papan berpaku dapat meningkatkan hasil belajar anak

The assessment of complex learning outcomes

The Engineering Professors' Council (EPC) produced an output standard in 2000 containing a setof 26 generic statements of what an engineering graduate should have an ability to tackle. In addition, Higher Education (HE) is concerned with the promotion of complex or advanced understanding of subject matter. This leads to complex learning outcomes, which need to be adequately assessed. Changing demands mean changing assessment practices. While good practice is being used in many cases, there is a need to ensure assessment stimulates complex learning. The article seeks to address these issues

THE INFLUENCE OF LEARNING OUTCOMES PRODUCTIVE SUBJECTS AND SELF-RELIANCE LEARNING WITH ACHIEVEMENT INDUSTRIAL WORK PRACTICES STUDENTS OF GRADE XII ELECTRONICS ENGINEERING SKILLS PROGRAM AT SMKN 3 YOGYAKARTA ACADEMIC YEAR 2012/2013

This study aimed to determine: (1) the influence of Learning Outcomes Productive Subjects with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013. (2) the influence Self-Reliance Learning with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013. (3) the influence of Learning Outcomes Productive Subjects and Self-Reliance Learning jointly with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013. This research is a study of ex post facto. The population of the research are students of grade XII Electronics Engineering Skills Program Academic Year 2012/2013 amounts to 69 students who entirely taken as a subject of research. Testing instruments has implemented by 33 student of grade XI Electronics Engineering Skills Program. The validity of the tests carries out by the technique of Pearson Product Moment correlation, whereas the reliability test used Alpha Cronbach formula. To know how the influence of Learning Outcomes Productive Subject with Achievement Industrial Work Practices and the influence of Self-Reliance Learning with Achievement Industrial Work Practices can use analysis techniques of Product Moment correlation. Regression analysis techniques use to know the influence of Learning Outcomes Productive Subject and Self-Reliance Learning jointly with the Achievements Industrial Work Practices. The results showed that: (1) there is a positive influence between Learning Outcomes Productive Subject with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013 as evidenced by the price of rx1y (0,340) is greater than rtabel (0.235) at the 5% significance level. (2) there is a positive influence between Self-Reliance Learning with Achievement Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013 as evidenced by the price rx2y (0,353) greater than rtabel (0.235) at the 5% significance level. (3) there is a positive influence between Learning Outcomes Productive Subject and Self- Reliance Learning jointly with Achievements Industrial Work Practices students of grade XII Electronics Engineering Skills Program at SMKN 3 Yogyakarta Academic Year 2012/2013 as evidenced by the price of Ry (1,2) (0,440) greater than rtabel (0.235) at the 5% significance level. The coefficient of determination is (R2y (1, 2)) of 0,194. Effective contribution of Learning Outcomes Productive Subject of 9,2732% and Self-Reliance Learning of 10,1268%. Keywords: productive subject, self-reliance learning, industrial work practice