A Study on the Construction Path of an OBE-Oriented Smart Course for Graphic Design and Processing (Adobe Illustrator)

To address ambiguous objectives, limited process traceability, and weakly interpretable assessment in Graphic Design and Processing (Adobe Illustrator), this study adopts outcome-based education (OBE) to propose an integrated smart-course development pathway spanning objectives, content, resources, instruction, and evaluation. Using a qualitative case study design, the analysis draws on course documents, task designs, student artifacts, open-ended feedback, and teaching reflections to synthesize key practices, including operationalizing learning outcomes (LOs), aligning tasks and activities, implementing evidence-chain assessment, and supporting continuous improvement. The results suggest that outcome-oriented objectives and tiered tasks clarify learning expectations; phased reviews with documented feedback enhance assessment transparency and support iterative refinement; and LO-indexed resources with an error repository reduce learning bottlenecks and strengthen self-correction. The study provides actionable recommendations for smart-course construction in similar design software contexts.

References

Junge H, et al., 2023, First Steps of Learning Analytics in a Blended Learning General Practice Curriculum. BMC Medical Education.

Davis MH, 2003, Outcome-Based Education. Journal of Veterinary Medical Education, 30(3): 258–263.

Zhang Y, Qin G, Cheng L, 2021, Interactive Smart Educational System Using AI for Students in the Higher Education Platform. Journal of Multiple-Valued Logic & Soft Computing, 36.

Tayebinik M, Puteh M, 2013, Blended Learning or E-learning? arXiv preprint. arXiv:1306.4085.

Gonsalves C, Lin Z, 2025, Clear in Advance to Whom? Exploring ‘Transparency’ of Assessment Practices in UK Higher Education Institution Assessment Policy. Studies in Higher Education, 50(7): 1454–1470.

Mendoza W, Ramírez GM, González C, et al., 2022, Assessment of Curriculum Design by Learning Outcomes (LO). Education Sciences, 12(8): 541.

Muhammad IMS, Tomalá MPC, Coello CRM, et al., 2024, Assessment Methods and Their Impact on Learning Outcomes in Education. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(5): 3336–3350.

Nuccio M, Mogno S, 2023, Knowledge, Skills, and Competences (KSC) in the Knowledge-Based Economy, Mapping Digital Skills in Cultural and Creative Industries in Italy: A Natural Language Processing Approach, Springer Nature Switzerland, Cham, 1–22.

Kolot A, Lopushniak H, Kravchuk O, et al., 2022, Transferable Competencies of HR Manager under Global Socio-Economic Changes. Problems and Perspectives in Management, 20(1): 322.

Kılınç AÇ, Polatcan M, Çepni O, 2023, Exploring the Association Between Distributed Leadership and Student Achievement: The Mediation Role of Teacher Professional Practices and Teacher Self-Efficacy. Journal of Curriculum Studies, 55(3): 352–368.

Previous article in this issue

Next article in this issue