Director's Message

Learning outcomes can be regarded as knowledge, attitudes, and skills students have attained by the end of a course or programme of study. Now, as impacted by the 21st century globalisation and internationalisation, learning standards are higher than they used to be in that people need greater knowledge and skills to survive and succeed. Hence, learning outcomes are higher and more complicated than ever before. As a matter of fact, educational outcomes in the 21st century cover various types of knowledge and skills that are important for students to compete in a borderless economy of this globalised world. These include content knowledge, learning and innovation skills, digital skills, life and career skills, and other favourable psychological attributes.

Equipping students with such knowledge, skills, and attributes is not a really easy thing to do. To help students achieve these learning outcomes, teachers should be aware of three important things. First, teachers should know what the expected learning outcomes are. Basically, learning outcomes are usually concerned with cognitive domain or mental abilities (i.e., knowledge and mental skills), affective domain or emotional abilities (i.e., attitudes and self), and psychomotor domain or physical abilities (i.e., physical skills). Second, teachers should know a wide variety of effective learning models and techniques. This requires teachers to choose the most appropriate one(s) that can help students to effectively acquire and develop those abilities. To date, multiple learning models have been introduced and implemented in both schools and colleges. These models include cooperative learning, collaborative learning, problem-based learning, project-based learning, blended learning, inquiry-based learning, flipped classrooms, and so forth. Last but not least, teachers should know how to undertake student assessment. This involves deciding on what to assess (i.e., each type of learning outcomes), when to assess (i.e., each type of classroom assessment), and how to assess (i.e., each type of assessment tools). With these three things, teachers will definitely know what they want their students to achieve, how they help their students to achieve them, and whether or not their students achieve them.

Education, Research, and Innovation Centre is intended to equip teachers with the abilities to identify expected learning outcomes for each course or semester, implement appropriate teaching models or techniques, and employ suitable assessment tools. To achieve this, the centre has three core missions: providing quality education and training, publishing quality research, and promoting learning innovation.