Role of ILOs in course design [10]

Handout: Role of ILO in Course Design


How much of the preparation has already been done before you are considering the nature of your well-structured intended learning outcomes? Have you already established student personas or profiles? Have you reviewed the discipline to see what your learners will want t graduate with in future years? Are you up to date with the current tools and technologies used by graduates when they join the workforce?


We need to consider where in the course or programme design process we actually write our intended learning outcomes.

We certainly don’t write them at the very beginning, because at the very beginning, we wouldn’t necessarily have worked out what the student personas were going to be, student profiles. We wouldn’t necessarily have identified the needs and expectations of the students that we were trying to teach.

We certainly wouldn’t do it before we’ve looked at the content, the discipline content. We would want to think about how the discipline or profession has changed or is changing. We would want to also have looked at the media choices, tools, and technologies that those graduates will be expected to be able to use once they are successful.

Then of course,  having done that foundational work, we can then write our intended learning outcomes. And having done that, we can then design our assessment to assess those outcomes. We can then design learning and teaching activities to give students the opportunity to essentially rehearse towards that assessment. Then we can design feedback and we can design evaluation.

Now, this is the eight-stage learning design framework, which is my learning design framework for course design. But the important thing I want you to note here is the relationship between outcomes, assessment, activities, and feedback. That is essentially the constructive alignment loop that we need to always bear in mind whenever we think about intended learning outcomes.


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