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Why use learning outcomes in higher education? (we explore the…
Why use learning outcomes in higher education?
Authors: Anton Havnes, Tine Sophie Prøitz
published 2016
"introducing LOs predominantly for policy and management purposes may weaken the learning outcomes's potential to direct teaching and learning and the quality of both"
governance, management, quality control + course design, teaching and learning
we explore the understanding of LOs in the context of learning and teaching
what is learning? (not one single answer)
behaviourist, cognitive, sociacultural/contextual theories
is there or can there be a sahred understanding of how to state what students are expected to laern or have learned?
observable, behaviourial terms vs., cognitive and meta-cognitive vs. participatory terms
behaviourist: observable, behaviourial terms
what students learn can be specified and made explicit prior to the process of learning
according to the authors, no
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
For who are the LOs written: for students or for teachers? To whom they are clear
in my opinion: written for students + they should and need to be clear for both the students and the teachers
dilemmas
should we have LOs? if, what kind?
not too narrow and restricted LOs; should be productive