Kerry Dobbins
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Getting creative: meaningful visual representations of learning outcomes
I recently came across a couple of sources that focus on identifying ways to present learning objectives to students other than as standard bullet point lists: Different ways to present learning objectives in e-learning 51 ways to introduce learning objectives Whilst these sources may be focused more on learning objectives at the compulsory schooling levels, there […]
Uncapitalised ‘learning outcomes’: the tutor and student’s friend
It’s always a nice moment when you come across an article, conference paper, blog post, etc in which the author(s) expresses similar views on a topic to the ones that you’ve been stating for some time, particularly if those views are possibly not the most popular or common ones. It’s a nice moment because you feel a sense […]
‘Learning outcomes’ as a tool for student and tutor reflection
Readers who have viewed my Scoop-it page will have come across a blog post that I ‘scooped’ called ‘Intentional reflection for intentional outcomes’. Some may wonder why I ‘scooped’ it due to its use of customer service experiences to frame its discussion. I must be clear here – I, like many others, view the higher […]
Useful Bloom taxonomy related websites/resources (and some critiques)
The taxonomy developed by Bloom, and later revised by Anderson and Krathwohl, usually appears to go hand in hand with the topic of learning outcomes. Most guidance concerning the writing of learning outcomes will advise using this taxonomy and it’s associated active verbs, e.g.: – Setting learning outcomes – Tips on writing learning outcomes – […]
Seven useful learning outcomes papers
Over the last few months I have been doing some rigorous searching and reviewing of the published, peer-reviewed literature concerning learning outcomes. We currently have a paper in review as a result of this work and I hope to provide further details about that particular piece at some point soon. For this post, I want […]
Arguing against learning outcomes as a behaviourist learning approach
I have very recently discovered the wonder that is Scoop-it. This e-tool should supposedly save me the job of searching online to find any latest news/posts/pieces about learning outcomes in higher education (click here to check out my ‘Learning Outcomes’ scoop-it). So far it is doing a grand job and it was through my Scoop-it’s daily […]
Some reflections on HEA annual conference – with links and resources
I’m going to divert away from learning outcomes for this particular post to offer some reflections after attending the Higher Education Academy’s (HEA) annual conference last week. Overall, I found this two-day conference a really valuable and stimulating experience. The keynote speakers were particularly impressive. The conference opened with a keynote speech from Anne Morrison, […]
Countering arguments against learning outcomes with scrutiny and evidence
The issue of ‘learning outcomes’ often leads to heated debates about their desirability for and applicability to university level learning. I came across this letter by a Professor at Simon Fraser University written to SFU students in which he argues, quite vociferously, against learning outcomes. Some key extracts are: Students will have less of a voice […]
Ambiguity and complexity for students in HE: how learning outcomes can help
A few weeks ago I discussed comments Graham Gibbs had made on a SEDA blog post about learning outcomes. His post was part of his ’53 powerful ideas all teachers should know about’, which I would certainly encourage all educators to engage with. The other day I came across his 7th idea on the SEDA […]
Learning outcomes taken to the extreme: what not to hope for in HE
I came across this blog piece the other day: ‘Objectives versus outcomes’. I want to comment on it here because I think it reinforces, unintentionally, some of the concerns and worries that some scholars have concerning learning outcomes. I should state right off that the blog piece is not connected with an educational institution. Instead, it has […]
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