Learning Outcomes Workshop

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Learning Outcomes Workshop

  1. 1. What do I want my students to learn, how can I express my goals to them and make these goals clear to my colleagues and myself?<br />Learning Outcomes<br />Education Design Workshop #1.<br />Lauren Kane, ANU College of Engineering and Computer Science<br />Jun 2010<br />
  2. 2. Agenda<br />Introduction<br />Quick review of theory<br />Practical application<br />Sharing with the group<br />
  3. 3. Workshop Outcomes<br />At the end of this workshop, participants should be able to:<br />Describe what is meant by the phrase ‘learning outcomes’<br />Discuss the advantages for using learning outcomes<br />Identify the relationship between learning outcomes and Bloom’s Taxonomy<br />Apply Bloom’s Taxonomy to design or develop learning outcomes<br />Explain why ‘understand’ is not a verb for a learning outcome<br />
  4. 4. Why?<br />Learning outcomes are important because....<br />
  5. 5. Why?<br />Identifying outcomes is an effective way to review curriculum and content. This leads to a more balanced and well sequenced curriculum.<br />It is effective in designing appropriate assessment.<br />Lecturers know exactly what students are expected to learn in their own unit as well as in previous units.<br />Staff are easily able to evaluate the effectiveness of their teaching. Have the outcomes been achieved?<br />An instructional shift from teaching to learning is facilitated. The focus is on the learner rather than the teacher.<br />Students will know exactly what they are expected to learn for each unit. They know where they stand and the curriculum is more open to them.<br />Students will know exactly how their learning will be assessed.<br />Students begin to take more responsibility for their own learning when they know what they are expected to do and what standard they are expected to achieve.<br />
  6. 6. What?<br />A learning outcome is.....<br />A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process.<br />
  7. 7. How?<br />Best practice in Learning Outcomes eBook (CECS Education Hub)<br />Use action verbs- Bloom’s Taxonomy<br />Use a range of lower to higher order outcomes<br />Write measurable outcomes<br />Avoid ambiguity <br />
  8. 8. Considerations<br />What information or content do you want the students to learn from your unit?<br />What do you want them to do with that information?<br />What skills or competencies do you want them to learn or develop?<br />What kinds of higher level thinking do you want them to engage in?<br />How do you expect students to demonstrate what they have learned and how well they have learned it?<br />At the very minimum, what should students know and be able to do when they finish your unit?<br />How do you think they will be able to use the information and skills that they have developed?<br />If someone asks the students what have they learned in your unit, how would you like them to answer?<br />
  9. 9. Let’s Begin!<br />Form groups and select a course(s) to work on<br />Open the Wiki in the CECS Education Hub and create your group’s page by clicking the [?] next to your group’s name<br />Copy in the course description and current learning outcomes <br />Collaboratively create new learning outcomes<br />Start with the statement: <br />Upon completion of this course, students will have the knowledge and skills to:<br />Present and share with the group<br />
  10. 10. Workshop Outcomes<br />At the end of this workshop, participants should be able to:<br />Describe what is meant by the phrase ‘learning outcomes’<br />Discuss the advantages for using learning outcomes<br />Identify the relationship between learning outcomes and Bloom’s Taxonomy<br />Apply Bloom’s Taxonomy to design or develop learning outcomes<br />Explain why ‘understand’ is not a verb for a learning outcome<br />

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