The learning outcomes teachers should set for themselves
At the end of this module, I will know more about: the learning strategies my students use in this module; why they choose these strategies; how my students approach particular activities, such as reading set texts. All of my previous posts, and all of the work undertaken in the ‘Learning Outcomes Project’ so far, […]
Students developing their own learning outcomes
In a recent post I questioned how we might frame the concept of learning outcomes (LOs) from the students’ perspective. I was interested particularly in developing a student-focused definition of LOs that goes beyond LOs simply as statements of what a student will know, understand or be able to do at the end of a learning period. […]
How do we frame the concept of ‘learning outcomes’ for students?
In a previous blog post I detailed a current project that we are working on which concerns engaging students in the process of developing learning outcomes (LOs). I had a very interesting conversation with a colleague the other day in which he asked me: ‘if you are asking students to develop LOs, how are you […]
Writing ‘learning outcomes’ is only the first step: points to consider in how teachers and students work with them
Over the last year or so I have input various times into teaching and learning development sessions run by the institution for new and existing members of staff. My contribution has always been sought when the topic under discussion is ‘learning outcomes’ (LOs). Often these sessions, particularly for new lecturers, focus on why LOs are […]
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 […]
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 […]
Beyond Bloom: other useful taxonomies for learning outcomes
In my last post, I suggested that the learning outcomes (LOs) discourse is becoming narrowed around prescribed elements, such as that they must be measurable. Another of these elements has never, I don’t think, been officially prescribed. Yet it has become such an ingrained feature that any discussion of writing or implementing LOs inevitably falls […]
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