Course: Designing Effective Intended Learning Outcomes (August 2022) This brief video (2’07”) is a reminder of the structural support that intense learning outcomes provide to the course design process. Having an understanding of the need to align course/module outcomes with
Writing Good Intended Learning Outcomes
A brief explanation (2’22”) of the central importance of designing well-structured intended learning outcomes for courses. Five domains of learning, details of which are available here: https://sijen.com/research-interests/taxonomies/ are all important in a balanced course. Structuring outcomes with an active verb,
Exploring Opportunities for Feedback Throughout (7/8-SLDF)
Workshop aligned to UKPSF A1-A4, K3-K4, V1, V4 This post is a summary of the page for Stage 7 of the 8-SLDF, and the fourth element in a constructively aligned course design approach, which is feedback throughout. Closely reflective of
The Role of the Psychomotor Domain in Higher Education
See Courses “Why do I need to worry about manual skills? I teach history/French/maths…”. My answer is simple. What tools are used in the pursuit of your discipline? Is there not a degree of increasing proficiency in the deployment of these
Overview of the 8-Stage Learning Design Framework (11’48”)
This an introduction to a new resource being shared on this website, the 8-Stage Learning Design Framework, or 8-SLDF for short. The framework provides a supportive step by step process to enable faculty and course designers to develop robust and well-aligned
Four contractual agreements to make with your students about feedback (3’30”)
There are social conventions, unwritten rules, around feedback in a formal education setting. Most students associate feedback as coming from the voice of authority in the form of red marks on a written script! It is important to redefine feedback
Designing with all 5 Educational Domains
[See Courses on Using Educational Taxonomies] I believe a sound learning design process should ensure students experience all five domains of educational objectives. Course designs that do not reflect the broad range of skills and attributes that university graduates should
Interpersonal Domain
[See Courses on Using Educational Taxonomies] The vast majority of employers ask that new employees, notably graduates, be effective communicators; that they should be able to work well within a team; that they take responsibility and that they are accountable
The End of the Humanities – Luxembourg Conference
A conference with the same title, held between 10-13 September 2017, at the Université du Luxembourg’s Belval Campus, Esch-sur-Alzette, was provocative, insightful and challenging. Of our contribution later, but it’s worth pointing out that of all the discipline groups it
Defining Transferable Skills in Education
[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