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DEVELOPING REALISTIC LEARNING OUTCOMES

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DEVELOPING REALISTIC LEARNING OUTCOMES. Trevor Hussey & Patrick Smith. MALCOLM & ZUKAS (2001: 35). "...the language of objectives, outcomes, competences and empowerment of the learner has 'seduced' both policy makers and practitioners in many areas of education.". EISNER (2000: 344). - PowerPoint PPT Presentation
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DEVELOPING REALISTIC LEARNING OUTCOMES Trevor Hussey & Patrick Smith
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Page 1: DEVELOPING REALISTIC LEARNING OUTCOMES

DEVELOPING REALISTIC LEARNING OUTCOMES

Trevor Hussey & Patrick Smith

Page 2: DEVELOPING REALISTIC LEARNING OUTCOMES

MALCOLM & ZUKAS (2001: 35)

"...the language of objectives, outcomes, competences and

empowerment of the learner has 'seduced' both policy makers and

practitioners in many areas of education."

Page 3: DEVELOPING REALISTIC LEARNING OUTCOMES

EISNER (2000: 344)

 "The vision of a uniformed army of young adolescents all marching to the same

drummer, towards the same objective, may be one that gladdens the hearts of

technocrats, but it is a vision that has little or nothing to do with those delicious

outcomes that constitute the surprises of educational experience."

Page 4: DEVELOPING REALISTIC LEARNING OUTCOMES

THE STORY SO FAR…

Concern for realistic learning outcomes Dangers of disaggregation of curriculum This critique should be understood as…

Page 5: DEVELOPING REALISTIC LEARNING OUTCOMES

THE TROUBLE WITH LEARNING OUTCOMES

Often not referred to Spurious clarity, explicitness &

objectivity Insensitive to different disciplines Restrictive – thresholds & emergent

outcomes

Page 6: DEVELOPING REALISTIC LEARNING OUTCOMES

INTENDED LEARNING OUTCOMES (ILOs)

ILOs are formulated and directed by the teacher or others and refer to what students should be able to

demonstrate in terms of knowledge, skills and/or attitudes as a result of a

learning episode.

Page 7: DEVELOPING REALISTIC LEARNING OUTCOMES

EMERGENT LEARNING OUTCOMES (ELOs)

ELOs emerge from what happens in classrooms between learners,

teachers and the curriculum. They cannot be pre-specified, though

some are more likely than others and some may be more desireable than

others.

Page 8: DEVELOPING REALISTIC LEARNING OUTCOMES

THE ARTICULATED CURRICULUM

Intentions

Judgements

Content

Methods

CONTEXT

Page 9: DEVELOPING REALISTIC LEARNING OUTCOMES

ILOs & ELOs

ILOs

ELOs

Contingent

Related

Incidental

Page 10: DEVELOPING REALISTIC LEARNING OUTCOMES

PREDICTED/UNPREDICTED, DESIRED/UNDESIRED

Predicted

Unpredicted

Desired Undesired

A

B

C

D

Page 11: DEVELOPING REALISTIC LEARNING OUTCOMES

TOWARDS MORE REALISTIC LEARNING OUTCOMES

More generous LOs Learners’ as well as teachers’ LOs Changing curricular arrangements Some outcomes cannot be measured

Page 12: DEVELOPING REALISTIC LEARNING OUTCOMES

STUDENTS IN TRANSITION

“A significant change in a student’s life, self-concept and learning; a shift from one state

of understanding, development and maturity to

another.”

Page 13: DEVELOPING REALISTIC LEARNING OUTCOMES

TRANSITIONS & THE UNDERGRADUATE CAREER

Pre-entry & Induction

Year One Year Two Year Three Post Graduation

DEPENDENCE

INTERDEPENDENCE

AUTONOMY

Page 14: DEVELOPING REALISTIC LEARNING OUTCOMES

ORGANISING QUESTIONS

How far will students’ needs, responses & agendas be taken into account?

What balance is appropriate between instructional and expressive outcomes?

How will emergent learning outcomes be treated?

Page 15: DEVELOPING REALISTIC LEARNING OUTCOMES

CONCLUSIONS

ILOs represent approximate intentions

Engaged & motivated students generate ELO’s

Developing autonomous students means negotiation of outcomes

Others are exploring alternatives – UCLan’s ‘personalised learning outcomes’

Page 16: DEVELOPING REALISTIC LEARNING OUTCOMES

SOURCES & REFERENCES

Bruner J (1960). The process of education. Cambridge. Harvard University Press.

Eisner E (1975). Instructional and expressive objectives. In Golby et al (1975) Curriculum Design. London. Croom Helm & Open University.

Eisner E (2000). Those who ignore the past… Journal of Curriculum Studies 32 (2) 343 – 357.

Gentle P (2001). Course cultures and learning organisations. Active Learning in Higher Education, 2 (1). 8 – 30.

Page 17: DEVELOPING REALISTIC LEARNING OUTCOMES

SOURCES & REFERENCES

Jackson N, Wisdom J & Shaw M (2003). Guide to busy academics: using learning outcomes to design courses and assess learning. York. LTSN Generic Centre.

Lampert M (1985). How do teachers manage to teach? Harvard Educational Review 55 (2) 178-194.

Lewis & Tsuchida (1998). A lesson is like a swiftly flowing river: how research lessons improve Japanese education. American Educator. Winter. 12 -17 & 50 – 52.

Malcolm J & Zukas M (2001). Bridging pedagogic gaps. Teaching in Higher Education, 6 (1). 33 – 42.

Page 18: DEVELOPING REALISTIC LEARNING OUTCOMES

SOURCES & REFERENCES

McAlpine et al (1999). Building a metacognitive model of reflection. Higher Education 37. 105-131.

MacLellan E (2004). How convincing is alternative assessment? Assessment & Evaluation in Higher Education, 29 (3). 311 – 321.

Shavelson & Stern (1981). Research on teacher's thoughts, judgements, decisions and behaviours. Review of Educational Research, 51 (4).

Page 19: DEVELOPING REALISTIC LEARNING OUTCOMES

CONTACT DETAILS

Professor Trevor Hussey

Email: [email protected]

Professor Patrick Smith

Email: [email protected]


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