DEVELOPING REALISTIC LEARNING OUTCOMES Trevor Hussey & Patrick Smith.
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Transcript of DEVELOPING REALISTIC LEARNING OUTCOMES Trevor Hussey & Patrick Smith.
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DEVELOPING REALISTIC LEARNING OUTCOMES
Trevor Hussey & Patrick Smith
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MALCOLM & ZUKAS (2001: 35)
"...the language of objectives, outcomes, competences and
empowerment of the learner has 'seduced' both policy makers and
practitioners in many areas of education."
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EISNER (2000: 344)
"The vision of a uniformed army of young adolescents all marching to the same
drummer, towards the same objective, may be one that gladdens the hearts of
technocrats, but it is a vision that has little or nothing to do with those delicious
outcomes that constitute the surprises of educational experience."
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THE STORY SO FAR…
Concern for realistic learning outcomes Dangers of disaggregation of curriculum This critique should be understood as…
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THE TROUBLE WITH LEARNING OUTCOMES
Often not referred to Spurious clarity, explicitness &
objectivity Insensitive to different disciplines Restrictive – thresholds & emergent
outcomes
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INTENDED LEARNING OUTCOMES (ILOs)
ILOs are formulated and directed by the teacher or others and refer to what students should be able to
demonstrate in terms of knowledge, skills and/or attitudes as a result of a
learning episode.
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EMERGENT LEARNING OUTCOMES (ELOs)
ELOs emerge from what happens in classrooms between learners,
teachers and the curriculum. They cannot be pre-specified, though
some are more likely than others and some may be more desireable than
others.
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THE ARTICULATED CURRICULUM
Intentions
JudgementsContent
Methods
CONTEXT
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ILOs & ELOs
ILOs
ELOs
Contingent
Related
Incidental
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PREDICTED/UNPREDICTED, DESIRED/UNDESIRED
Predicted
Unpredicted
Desired UndesiredA
B
C
D
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TOWARDS MORE REALISTIC LEARNING OUTCOMES
More generous LOs Learners’ as well as teachers’ LOs Changing curricular arrangements Some outcomes cannot be measured
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STUDENTS IN TRANSITION
“A significant change in a student’s life, self-concept and learning; a shift from one state
of understanding, development and maturity to
another.”
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TRANSITIONS & THE UNDERGRADUATE CAREER
Pre-entry & Induction
Year One Year Two Year Three Post Graduation
DEPENDENCE
INTERDEPENDENCE
AUTONOMY
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ORGANISING QUESTIONS How far will students’ needs,
responses & agendas be taken into account?
What balance is appropriate between instructional and expressive outcomes?
How will emergent learning outcomes be treated?
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CONCLUSIONS ILOs represent approximate
intentions Engaged & motivated students
generate ELO’s Developing autonomous students
means negotiation of outcomes Others are exploring alternatives –
UCLan’s ‘personalised learning outcomes’
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SOURCES & REFERENCESBruner J (1960). The process of education. Cambridge.
Harvard University Press.Eisner E (1975). Instructional and expressive objectives.
In Golby et al (1975) Curriculum Design. London. Croom Helm & Open University.
Eisner E (2000). Those who ignore the past… Journal of Curriculum Studies 32 (2) 343 – 357.
Gentle P (2001). Course cultures and learning organisations. Active Learning in Higher Education, 2 (1). 8 – 30.
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SOURCES & REFERENCESJackson N, Wisdom J & Shaw M (2003). Guide to busy
academics: using learning outcomes to design courses and assess learning. York. LTSN Generic Centre.
Lampert M (1985). How do teachers manage to teach? Harvard Educational Review 55 (2) 178-194.
Lewis & Tsuchida (1998). A lesson is like a swiftly flowing river: how research lessons improve Japanese education. American Educator. Winter. 12 -17 & 50 – 52.
Malcolm J & Zukas M (2001). Bridging pedagogic gaps. Teaching in Higher Education, 6 (1). 33 – 42.
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SOURCES & REFERENCESMcAlpine et al (1999). Building a metacognitive model
of reflection. Higher Education 37. 105-131.MacLellan E (2004). How convincing is alternative
assessment? Assessment & Evaluation in Higher Education, 29 (3). 311 – 321.
Shavelson & Stern (1981). Research on teacher's thoughts, judgements, decisions and behaviours. Review of Educational Research, 51 (4).
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CONTACT DETAILS
Professor Trevor HusseyEmail: [email protected]
Professor Patrick SmithEmail: [email protected]