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 […]
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 […]
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 […]
Embracing the nuances within a learning outcomes approach: moving the discussions forward
I recently attended a Higher Education Academy (HEA) webinar in which Michael Tomlinson presented some of the findings from the following project: ‘Exploring the impact of policy changes on students’ attitudes and approaches to learning in higher education’. All of the findings Tomlinson presented were interesting – especially as it was actual students’ opinions that we were […]
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