Video - Learning Outcomes – Practical Experiences

Watch the video Learning Outcomes – Practical Experiences

Transcript

University teachers share their insights and advice on learning outcomes, from defining them to applying them in their teaching. What can university teachers convey based on their experiences with learning outcomes? In this short video, we speak with university teachers who have been working with learning outcomes for years.

“When did you first encounter the term learning outcomes?” I came across learning outcomes when I began designing courses, particularly as the Bologna process began emphasizing their definition. Not every teacher might appreciate this, but it is not as straightforward as that. However, I believe that when we define course objectives and then learning outcomes, it becomes much easier to determine the activities we will conduct in the course and how we will evaluate them. I find them to be very useful.

I first encountered the term learning outcomes about 20 years ago, likely with the Bologna reform, which essentially initiated the direction of defining study programs through learning outcomes. That was when I first became familiar with learning outcomes.

“What does a well-written learning outcome mean to you?” We often assume that a learning outcome is straightforward, but when we remember that they must include active verbs, be measurable, and adhere to Bloom's taxonomy, it becomes a bit more challenging. However, with practice, this becomes manageable. If a learning outcome is defined in a way that aligns with the course topic and relates to the learning outcome of the study program in which the course is situated, it becomes much easier to determine whether the activities have been effectively connected to the course implementation. This includes the thematic units you will cover, what you will do within those units, and the evaluation methods. It can happen, as it did to me, that I defined a learning outcome, only to realise later that my knowledge assessment had no connection to that outcome. Or I found myself with multiple knowledge tests for a single learning outcome. However, it requires practice.

Teachers primarily focus on the cognitive aspects, which is predominantly tested, while the psychomotor and affective aspects are largely overlooked. In my opinion, a good learning outcome is achieved when constructive alignment is genuinely considered within the course, determining whether only cognitive outcomes are needed or whether others are necessary. It is also crucial that not all learning outcomes are at the same level of importance. Will it be recall, understanding, application, or will we aim for evaluation and synthesis? These elements must be linked to graduation. 

A well-crafted learning outcome is designed to define what students will master. How will we achieve the course goals we have set? In essence, learning outcomes should clearly articulate what students will master after completing the course. This includes the knowledge and skills they will acquire, and if there are educational objectives, these should be clearly defined. 

“How do you determine what to include as learning outcomes in your course?” First, consider the course topics. What is important? Digital technologies facilitate the definition of learning outcomes by enabling modularity. By breaking the course into smaller units and defining learning outcomes at that level, it becomes easier to establish the outcomes for the entire course. This approach works better for me than starting with the course as a whole and then breaking it down into smaller parts. For each learning outcome, it is important for the teacher to use an instructional design method. This approach aids in defining learning outcomes, as it allows the teacher to better plan the course, including the materials, content, activities, student engagement, and teaching methods. It was once unthinkable for students to participate in creating course content, but new methods have made this possible. Learning outcomes should primarily benefit students. 

“Can you provide an example of a course where the learning outcomes significantly influenced its delivery?” Students often learn for grades, which is unfortunate because we want them to learn for knowledge, skills, and meaningful achievements. If learning outcomes can encourage students to actively participate, care about learning, acquire skills, and develop digital competencies, then they are well written.

“How do students react to clearly defined learning outcomes?” Students appreciate knowing what is expected of them in advance. When these expectations are clearly outlined, it becomes evident that specific tasks must be completed to achieve a particular learning outcome. These tasks, carried out over a set period, guide students in understanding the learning outcome and encourage them to take it more seriously. However, teachers often define these outcomes merely for the sake of formality and then neglect them. As a result, students lose interest, and the outcomes become meaningless. Therefore, it is crucial for teachers to present learning outcomes in a manner that engages students. 

I believe that this aspect is still not fully recognised. This is partly because the focus tends to be on the content to be covered in the training. The issue lies in the curricular approach, which involves how learning outcomes are addressed, and the programmatic approach, which defines the content to be covered in the course. In my experience, students prefer a subject syllabus table that outlines weekly content, as it provides a clearer picture of what will be covered. Typically, this table contains about 15 rows, corresponding to the 15 weeks of a term, offering more content than the five to ten learning outcomes, depending on the subject matter. From this perspective, the table likely offers more information, making it clearer for students.

“What advice would you offer to teachers who are writing learning outcomes for the first time?” These are likely to be young educators who have just begun their teaching careers. It is crucial for them to first educate themselves, allowing time for learning, taking various courses, engaging in discussions with colleagues, and seeking guidance from someone who can explain the significance of learning outcomes and how to craft them effectively. By investing this effort, they are likely to encounter fewer challenges later and appreciate the importance of learning outcomes. 
My suggestion is to start by considering the subject’s goals and the study program outcomes that they need to achieve. Their subject should contribute to these program outcomes, and from there, they can outline the specific outcomes for their subject area. When writing outcomes, it is important to note that the idea of a table of allowed verbs is a myth. There is no such table. What matters is that the outcome must be clearly articulated and measurable. These are two critical aspects that must be considered. Why is this important? Ultimately, the outcome must be assessed, the student’s acquisition of the intended knowledge, skills, or competencies must be confirmed. This verification should be objective, which is why careful consideration is required. If a general outcome is formulated, it becomes challenging to verify. Therefore, it is essential to pay close attention to these aspects.

“Is there a mistake you have learned from that you would caution others to avoid?” The verbs "understand" and "learn" are not ideal for defining learning outcomes. 

I suggest focusing on expressing the learning outcomes as precisely as possible.There is a framework that determines the number of outcomes that can be created, which can sometimes feel restrictive. Occasionally, it may seem insufficient, while at other times, it may surpass you expectations, depending on the subject matter, time invested, and goals you wish to accomplish. Essentially, I recommend that the goal be defined as clearly as possible. Subsequently, outcomes that are both objective and measurable should be developed. This strategy is vital for preventing future issues. If a goal is not measurable, neither you nor the students are likely to succeed, as what is written cannot be evaluated. This results in difficulties in assessment. An ongoing question in assessing learning outcomes is identifying the level at which the outcome is crafted. Is it the basic standard that any student scoring a two or above must achieve, or is it intended for the average or top-performing students? This question remains unresolved, and it is a core challenge in creating learning outcomes, as it dictates the level at which one writes. If it is set as a minimum, it should be lower than that for average or advanced students. This greatly influences how you write your learning outcomes for the course. This is a significant issue because the level at which you write defines the outcome. 

Well-crafted learning outcomes enable students to take greater responsibility for their own learning. These insights were shared by teachers with extensive experience designing lessons using learning outcomes.