Unravelling the assumptions in learning outcomes
In a previous post I described a specific study that we are currently undertaking in the ‘Learning Outcomes Project’ that aims to explore frameworks regarding how student involvement in developing learning outcomes (LOs) could occur and what type(s) of LOs support collaborative student/tutor development (e.g. content-based ones, broader ones, those that are more specific or tightly […]
Beyond content knowledge: learning outcomes and affective skills
In one of my previous post’s I provided some details about a range of particularly interesting learning outcomes (LOs) related papers that I’d come across during the course of my systematic review of the LOs literature. In this post I would like to highlight a few more that readers interested in this topic might like to explore. In particular, I would like to focus […]
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 […]
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 […]
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 […]
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 […]
Arguing against learning outcomes: limited evidence and moving forward
As part of the ‘Learning Outcomes Project’, I’m always very eager to see the different contexts in which other academics/scholars write about learning outcomes (LOs). Last week I came across a piece from Graham Gibbs on the SEDA blog in which he discusses the importance of conveying clear and high expectations to students. The key […]
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