Learning outcomes

Ident­­­­­­­ifying learning outcomes from a graduate's perspective

Learning outcomes refer to the knowledge, skills, and related competencies students will have acquired after com­­­­­­­­­­­­­pleting a course or teaching unit. By establishing clear-cut goals, we encourage students to assume greater responsibility for their own learning processes.

Well-conceived learning outcomes serve the following purposes:

  • They support teaching staff in implementing the “shift from teaching to learning prescribed by the Bologna process, by encouraging them to distill objectives from the bulk of course con­­­­tent.
  • They de­­­fine mile­stones in the learning pro­cess, there­by clar­ifying course goals, rein­forcing students' self-study efforts, and opening up al­ter­native learning path­ways.

Never­theless, learning goals may not always be easy to arti­culate – parti­cularly because most teaching staff will pro­­bably be accustomed to using course materials (such as bulleted lists of topics) as their point of de­parture, in which case out­comes may initially be difficult to extra­polate. Ideally, courses should therefore be de­signed the other way around – i.e., by star­ting out with the learning out­comes, each of which can then be fleshed out with sub­ject matter.

A well-tried method for de­fining lear­ning ob­jectives is Bloom's taxo­nomy, which involves setting up a scale of in­creasingly complex skills, and using verbs to describe tan­gible, ob­servable tasks students will be capable of per­forming. In addition to de­lineating cog­nitive learning goals (i.e., the ability to grasp, com­­prehend, and re­flect on course con­tent), this taxo­nomy can also be used to describe further com­petencies such as motor skills and physical dex­terity. Using this method, a 45-minute teaching unit can generally be crys­tallized into three to five learning out­comes.

  

  

  


ProLehre | Medien und Didaktik

Augustenstraße 44
80333 München
Tel.: +49.89.289.25363
E-Mail: info(at)prolehre.tum.de
www.prolehre.tum.de 

Webreader Didaktik

Grundprinzipien und Erfolgsfaktoren guter Lehre -

Grundprinzipien und Erfolgsfaktoren guter Lehre Eine Handreichung von ProLehre als Webreader.

Ihre Ansprechpartner

Diese Informationen wurden vom Team von ProLehre zusammengestellt. Haben Sie Fragen oder Anregungen dazu, möchten Sie sich weiter informieren? Kontaktieren Sie uns, wir freuen uns, Sie kennenzulernen!

info@prolehre.tum.de
www.prolehre.tum.de