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,
Importance of using all five domains of learning in course design
Course: Designing Effective Intended Learning Outcomes (August 2022) I persist in being a fervent advocate for the use of a broader range of domains of learning, other than the cognitive domain (Anderson & Krathwohl, 2001; Bloom, 1956), in course design.
Visualising Outcomes: domains, taxonomies and verbs
Course: Designing Effective Intended Learning Outcomes (August 2022) [See Updated Pages for Educational Taxonomies] I think being able to visualise things is important. Faculty and learning designers need to be able to see Intended Learning Outcomes (ILOs) take shape and
Learning Design becomes mission critical
In my last posting I suggested that a module specification could usefully have four sections, clearly articulated, for Intended Learning Outcomes, so that a student could identify from their assessment evidence that they had met specific ILOs in a range