[See Courses for Educational Taxonomies]
Recently I have been advising colleagues on how they should write Intended Learning Outcomes across all five educational domains (cognitive, knowledge, affective, psychomotor and interpersonal) and conform to the QAA guidance (UK). This guidance (widely adopted across UK higher education a sector) breaks ILOs into:
- Knowledge and Understanding
- Intellectual Skills
- Practical and Professional Skills
- Transferable Skills.
I don’t agree with this guidance and would prefer learning designers to identify a balance of outcomes, appropriate to the nature of the discipline, the focus of the module and the modules shape or purpose within a programme. I suggest it makes more sense to do this by using five distinct domains, rather than the existing four vaguely defined categories. Pragmatically though it is possible to map five distinct domains onto the four existing catagories. This is illustrated below.
Table 1. Mapping educational domains to QAA categories
|Knowledge||Knowledge and Understanding||Knowledge often describes the scope of the subject intended to represent the ‘nature’ of the discipline with reference to the personal-epistemological and metacognitive development of students|
|Cognitive||Intellectual Skills||Cognitive often referred to as intellectual skills refers to ‘knowledge structures’ in cognition, the progressively complex use of knowledge artefacts|
|Affective||Practical and Professional Skills||Affective sometimes referred to professional ‘skills’ or attributes perception of value issues, and ranges from simple awareness (Receiving), through to the internalization of personal value systems|
|Psychomotor||Transferable Skills||Psychomotor referred to as practical skills refers to progressively complex manual or physical skills. This could be the ability to use a complex piece of software, instrument or paper documentation|
|Interpersonal||Transferable Skills||Interpersonal referred to as communication skills refers to progressively complex levels in interpersonal communication, conflict resolution, collaboration and cross-cultural communication|
As stated elsewhere I think higher education fails to accurately describe the skills, attributes and knowledge that students are intended to acquire through their studies. Creating meaningful ILOs is the beginning of well designed constructively aligned curricula.