Course learning outcomes
investigate and think creatively about design problems and opportunities. initiate an attitude of playfulness to aid design thinking. develop visual literacy and articulacy to explain design decisions..
Learning goals and outcomes can be written for entire courses as well as for individual classes.
They are generally written with an action verb such as “define,” “synthesize,” or “create,” and a noun describing specific content, concepts, or skills..
Learning outcomes explain what students should be able to achieve by the end of a course.
This may be changes in their knowledge, skills, attitude or behaviors.
Learning outcomes are the first element to improve in course design because assessments and activities will subsequently align to these..
Course learning outcomes
investigate and think creatively about design problems and opportunities. initiate an attitude of playfulness to aid design thinking. develop visual literacy and articulacy to explain design decisions..
Learning outcomes explain what students should be able to achieve by the end of a course.
This may be changes in their knowledge, skills, attitude or behaviors.
Learning outcomes are the first element to improve in course design because assessments and activities will subsequently align to these..
Outcome-based design is a systematic process to identify, design, and construct desired projects – starting with the desired outcome.
Whether it's energy efficiency, environmental sustainability, or aesthetic performance, this design process ensures that the outcome is met with measurable metrics from start to finish..
Learning objectives are an essential part of course design, that lets us clearly articulate what the students are expected to achieve at the end of the class.
A common mistake in writing learning outcomes is for the teacher to state what she is going to do, rather than what the students will be able to do..
While designing a course, instructors are most likely to develop course-level outcomes, which is to say the level of analysis is the course as opposed to the program of study (at a higher level) or module/week (at a lower level) As a result of participating in (educational unit), students will be able to (measurable verb) + (learning statement).
Notice the selection of verbs and how students would be more likely to provide clear evidence that they met the objectives.
Because well-written learning outcomes clearly define where you want students to be at the end of a semester, they are useful for guiding students throughout the course.
Clearly identified learning outcomes allow instructors to:
Keeping your audience in mind as you develop your learning outcomes helps ensure that they are relevant and centered on what learners must achieve.
Make sure the learning outcome is focused on the student’s behavior, not the instructor’s.
