Developing learning outcomes
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Developing learning outcomes

on

  • 350 views

Procedures for writing learning outcomes and objectives for program and curriculum development.

Procedures for writing learning outcomes and objectives for program and curriculum development.

Statistics

Views

Total Views
350
Views on SlideShare
350
Embed Views
0

Actions

Likes
1
Downloads
5
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Developing learning outcomes Presentation Transcript

  • 1. www.wiredlearningconsultants.comwiredlearning@shaw.ca(403) 816-7290
  • 2. HOW TO DEVELOP…L E A R N I N G O U T C O M E S• Big picture goals• Skill, knowledge orability targets• 4 to 8 outcomesL E A R N I N G O B J E C T I V E S• Mastery of outcomes• Measurable activities• 4 to 5 objectives peroutcome
  • 3. LEARNING OUTCOMESTHINK BACKWARDSFocus on desiredknowledge & skillsof studentZOOM OUTZoom out to thecore aspects ofthe subjectCONSIDERINFLUENCESConsider otherfactors thataffect outcomes4 TO 8OUTCOMES
  • 4. THINK BACKWARDSDetermine DESIRED RESULTS of studentknowledge, performance, ability and/or attitude• What are the big ideas?• What enduring understandings are important?• What content is worthy of learning?• What should learners take away?UNDERSTANDING BY DESIGNBY MCTIGHE & WIGGINShttp://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
  • 5. ZOOM OUTSequence learning events with BROAD VIEW beingfirst• Zoom out to general and fundamental level• Choose a few core aspects of the subject• Ensure aspects are interrelatedELABORATION THEORY BY REIGELUTHhttp://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
  • 6. CONSIDER INFLUENCESFactors that influence the formation of learningoutcomes• Program and institutional goals• Industry demands• Student characteristics and prior learning• Good teaching and learning practices• Your notion of learning
  • 7. ThinkBackwardsZoom OutCOURSE: INTRODUCTION TO MANAGEMENTInfluences• Explore the manyroles of managerswithin anorganization• Business field• Trends in business& management• Environmentalmovement• College businessprogram goals• Students lack ofmanagementexperience• Real-world learning• Impact of externalchanges, such asglobalization andenvironmentalconcernsEXAMPLELEARNING OUTCOME• Illustrate how changes to the externalenvironment impact an organizationBig IdeaAspect ofSubject
  • 8. In a small group,• Choose 1subject/course• Determine 2learningoutcomesTHINKBACKWARDSZOOM OUTCONSIDERINFLUENCES
  • 9. LEARNING OBJECTIVESMEASURE ITChoose evidence tomeasure the objectivehas been metCAMERA, ACTION!Determineaction studentsmust take toachieve theobjective4 TO 5OBJECTIVESperOUTCOMEZOOM INZoom in one ortwo levels to thedetails of thesubject
  • 10. ZOOM INSequencing of learning events to move to next level ofdetail• Zoom in/drill down ONE or TWO LEVELS of subject• This level is the subparts of the whole picture• More detailed but not as much as learning activitiesor assessmentsELABORATION THEORY BY REIGELUTHhttp://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
  • 11. COGNITIVE AFFECTIVE PSYCHOMOTORI know… I feel… I perform…remember - recognizeunderstand - explainapply - useanalyze - compareevaluate - critiquecreate – producereceive - acceptrespond - discussvalue - persuadeorganize - changeinternalize – actperceive - identifyset - beginguided response - copymechanical - assembleovert response - buildadapt - alteroriginate – constructACTION & MEASURETYPES OF LEARNING BY BLOOM (Revised taxonomy)http://www.lbcc.edu/oas/documents/bloom_s-rev_3-09.pdfLEARNING DOMAINS - verb
  • 12. Zoom In ActionCOURSE: INTRODUCTION TO MANAGEMENTMeasure• How to understandchanges in theexternalenvironment• Report, list,discussion, blog• Examine, locate,recognize, discoverEXAMPLELEARNING OBJECTIVE• Examine the process of environmentalscanningLevel 2 ofSubjectStudentPerformsEvidenceofLearning
  • 13. In a small group,• Compose 2learningobjectives perpreviouslycreated outcomesZOOM INCAMERA,ACTIONMEASURE ITBack to Action& Measure
  • 14. https://online.unlv.edu/sites/online.unlv.edu.oedrupal/files/images/blooms_infographicB.png?goback=.gde_58371_member_197067486
  • 15. In a small group,• Determine the 2learningoutcomes of thissession• Provide 2learningobjectives peroutcome
  • 16. ANSWER TO ACTIVITY #3Outcome #1 - To compose concise learning outcomes• To determine essential learning• To acknowledge influences on learning outcomesOutcome #2 - To develop learning objectives to masterlearning outcomes• To determine next level of subject details• To design a learning objective that active andmeasureableLearningObjectivesLearningObjectives
  • 17. SUMMARYL E A R N I N G O U T C O M E S• Big picture goals• Skill, knowledge orability targets• 4 to 8 outcomes• Backward design• Zoom out• Consider influencesL E A R N I N G O B J E C T I V E S• Mastery of outcomes• Measurable activities• 4 to 5 objectives peroutcome• Zoom in• Camera, Action• Measure It!
  • 18. www.wiredlearningconsultants.comwiredlearning@shaw.ca(403) 816-7290Dr. Kelly EdmondsThank you!