DEVELOPI

NG LEARNIN

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OUTCOMES

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www.wiredlearningconsultants.com

wiredlearning@shaw.ca(403) 816-7290

HOW TO DEVELOP…

L E A R N I N G O U T C O M E S

• Big picture goals

• Skill, knowledge or ability targets

• 4 to 8 outcomes

L 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 per outcome

LEARNIN

G OUTC

OMES

WH

AT

’ S I

NV

OLV

ED

?

LEARNING OUTCOMES

THINK BACKWARDS

Focus on desired knowledge & skills of student

ZOOM OUT

Zoom out to the core

aspects of the subject

CONSIDER INFLUENCES

Consider other factors that affect outcomes

4 TO 8 OUTCOMES

THINK BACKWARDS

Determine DESIRED RESULTS of student knowledge, 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 & WIGGINS

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

ZOOM OUT

Sequence learning events with BROAD VIEW being first

• Zoom out to general and fundamental level

• Choose a few core aspects of the subject

• Ensure aspects are interrelated

ELABORATION THEORY BY REIGELUTH

http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html

CONSIDER INFLUENCES

Factors that influence the formation of learning outcomes

• Program and institutional goals

• Industry demands

• Student characteristics and prior learning

• Good teaching and learning practices

• Your notion of learning

Think Backwards

Zoom Out

COURSE: INTRODUCTION TO MANAGEMENT

Influences

• Explore the many roles of managers within an organization

• Business field• Trends in business

& management• Environmental

movement• College business

program goals• Students lack of

management experience

• Real-world learning

• Impact of external changes, such as globalization and environmental concerns

EXAMPLELEARNING OUTCOME• Illustrate how changes to the external

environment impact an organization

Big IdeaAspect of Subject

ACTIVIT

Y #1

In a small group,

• Choose 1 subject/course

• Determine 2 learning outcomes

COMPOSE

LEARNIN

G OUTC

OMES

THINK BACKWARD

SZOOM OUT

CONSIDER INFLUENCE

S

LEARNIN

G OBJE

CTIVES

HO

W D

O T

HE

Y F

I T?

LEARNING OBJECTIVES

MEASURE IT

Choose evidence to measure the

objective has been met

CAMERA, ACTION!

Determine action

students must take to

achieve the objective

4 TO 5 OBJECTIVE

S per OUTCOME

ZOOM IN

Zoom in one or two levels to the details of the subject

ZOOM IN

Sequencing of learning events to move to next level of detail

• 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 activities or assessments

ELABORATION THEORY BY REIGELUTH

http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html

COGNITIVE AFFECTIVE PSYCHOMOTOR

I know… I feel… I perform…

remember - recognizeunderstand - explainapply - useanalyze - compareevaluate - critiquecreate – produce

receive - acceptrespond - discussvalue - persuadeorganize - changeinternalize – act

perceive - identifyset - beginguided response - copymechanical - assembleovert response - buildadapt - alteroriginate – construct

ACTION & MEASURE

TYPES OF LEARNING BY BLOOM (Revised taxonomy)

http://www.lbcc.edu/oas/documents/bloom_s-rev_3-09.pdf

LEARNING DOMAINS - verb

Zoom In Action

COURSE: INTRODUCTION TO MANAGEMENT

Measure

• How to understand changes in the external environment

• Report, list, discussion, blog

• Examine, locate, recognize, discover

EXAMPLELEARNING OBJECTIVE• Examine the process of environmental

scanning

Level 2 of

Subject

Student Performs

Evidence of

Learning

ACTIVIT

Y #2

In a small group, • Compose 2

learning objectives per previously created outcomes

MATC

HING L

EARNIN

G OBJE

CTIVES

ZOOM INCAMERA, ACTION

MEASURE IT

Back to Action & Measure

https://online.unlv.edu/sites/online.unlv.edu.oedrupal/files/images/blooms_infographicB.png?goback=.gde_58371_member_197067486

NEW: expertise & interpersonal

ACTIVIT

Y #3 In a small group,

• Determine the 2 learning outcomes of this session

• Provide 2 learning objectives per outcome

CRITIC

AL ANALY

SIS

ANSWER TO ACTIVITY #3

Outcome #1 - To compose concise learning outcomes• To determine essential learning• To acknowledge influences on learning outcomes

Outcome #2 - To develop learning objectives to master learning outcomes• To determine next level of subject details• To design a learning objective that active and measureable

Learning Objectives

Learning Objectives

SUMMARY

L E A R N I N G O U T C O M E S

• Big picture goals

• Skill, knowledge or ability targets

• 4 to 8 outcomes

• Backward design

• Zoom out

• Consider influences

L 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 per outcome

• Zoom in

• Camera, Action

• Measure It!

www.wiredlearningconsultants.comwiredlearning@shaw.ca

(403) 816-7290

Dr. Kelly Edmonds

Thank you!