Taken-for-granted metaphors in HE and the messages they convey
In my work on the ‘Learning Outcomes Project’, I’ve been reviewing a lot of the learning outcomes literature. Over the coming weeks I will try to review some of the papers I’ve found that have either been very interesting or have made me stop and think further about certain issues. For this post I want […]
Unwarranted research claims in educational research: reflections for ‘learning outcomes’
Some time ago I came across a paper from Stephen Gorard called ‘Warranting research claims from non-experimental evidence’. This paper makes some important points about warrants for research conclusions in educational research. Gorard states: many of the high-profile criticisms of educational research are not, on reflection, about the nature of the evidence produced but about […]
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 […]
Making learning outcomes really student-centred
I questioned in a previous blog post whether learning outcomes are really deserving of their ‘student-centred’ claim if they are primarily derived by teachers/lecturers and if we have no real idea about how students are actually using them. The ‘Learning Outcomes Project’ team has recently had a paper published in which we begin to address the […]
Who are learning outcomes REALLY for?
Some people, who see learning outcomes more as accountability tools, may shout ‘MANAGERS’. Others, who espouse the student-centred notions of learning outcomes, will most probably shout ‘STUDENTS’. The literature would certainly suggest that these are the two main audiences for learning outcomes. But, if we take the most educationally ideal answer, i.e. ‘students’, are […]
Can learning outcomes support the broader purposes of higher education?
I was asked the question the other day: ‘Do you think it would be possible for a Medical course to have just one learning outcome?’ Interesting. What would this learning outcome be? ‘By the end of this course you (the student) will be a caring, compassionate, competent and safe doctor’. This question came from a […]
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