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Why use learning outcomes (LO) in higher education? by Anton Havnes…
Why use learning outcomes (LO) in higher education?
by Anton Havnes & Tine Sophie Prøitz (2016)
What is learning?
LOs: policy/management tool + pedagogical tool
Alignment: assessment + LOs + teaching activities are aligned
For whom are LOs created for? Students or teachers? To whom are they clear?
Kennedy et al. (2007):
"clear statements of what the learner is expected to achieve and how he or she is expected to demonstrate that achievement"
emphasizes the outcomes of learning rather than the process
Dilemmas
unexpected learning, abstraction, contestability, meta-level learning
"what students learn can be specified and made explicit prior to the process of learning"
Results
LOs are needed (learning without expectations could lead to trial/error
feedback --> LOs guide and direct teaching and learning and thus can open a way to feedback and dialogue
internal dialogue, self-assessment
to use LOs only for management may take away the good accomplished with LOs
Other interesting points and comments
ZPD (zone of proximal development)
Vygotsky (1962, 1978)
What is our goal? (as an institution, as a teacher of a course)
Are the LOs I have on my course helpful to students?
What/which theories are behind the LOs that I have on my course?
behaviourist, cognitive, sociocultural/contextual theories - these all would demand different kinds of LOs