Writing Good Learning Outcomes and Objectives: Short guide to creating well-structured intended learning outcomes that ensure effective course designs
A guide is designed for all faculty and learning designers, instructional designers, and anyone constructing formal curricula. It is designed to be read through from beginning to end and still serve as a kind of handbook. It is subdivided into chapters which address a particular facet of the design process using learning outcomes. It is imagined that individual collections of pages are likely to appear as part of institutions’ faculty development programmes within the bounds of fair practice for educational purposes, but it has been priced to allow for each faculty member to have their own copy, and I request that colleagues acknowledge the authorship wherever cited.
The principles apply to all teachers regardless of the discipline or the level, and to most non-formal provision such as non-credit bearing adult learning programmes.
As a short guide (16,000 words) this work is limited to exploring the structure of intended learning outcomes, or ILOs, a broad range of educational domains and their constructive alignment to assessment and to their associated learning and teaching activities. The subject of intended learning outcomes represents stage four of my eight-stage learning design framework. Other stages feature in other volumes.
Taxonomy Circles covering five educational domains:
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