Unit 6

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Unit 6 Writing Aims and Learning Outcomes and
Planning an Inter-professional Learning Session

• Aim
• To provide participants with the knowledge and
  skills required for planning and delivering an
  effective inter- professional learning session.
• Learning outcomes
• Apply the principles of adult learning theory to
  facilitate learning in the workplace
• Design a set of robust aims and learning outcomes
• Plan an inter-professional learning session that
  promotes an effective learning environment

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Adult Education

• The purpose of adult education is to help them
  learn, not to teach them all they know and stop
  them from carrying on learning
• (Rogers 2002)

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Optimise Learning Principles of Constructive
Alignment

• Learners construct their learning meaning is not
  imposed or transmitted by direct instruction it
  is created by the students' learning activities
  and their approaches to learning.
• Teaching and assessment must be aligned with
  learning outcomes
• When there is alignment between what we want, how
  we teach and how we assess, teaching is likely to
  be much more effective than when it is not.
• (Biggs, 2003)

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Principles of constructive alignment

• Learning Outcomes
• Teaching and Learning Activities
• Assessment

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Process of Constructive Alignment

• Decide on
• Aim
• Intended learning outcomes
• Content
• Teaching and Learning activities
• Assessment and evaluation

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Course design

• Who are our learners?
• What do we want our learners to achieve?
• What are the aims and learning outcomes
• What learning opportunities will be provided?
• How will learning be assessed?
• How will we evaluate it?

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Who are our learners?

• Background
• Previous knowledge
• Stage in learning or career

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What do we want our learners to achieve?

• Setting appropriate aims and learning outcomes is
  the most crucial task designing an educational
  programme
• Everything else depends on this

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What is the Aim?

• To give an overall purpose or educational intent
• The aim of this course is to provide
  participants with the knowledge and skills
  required for planning and delivering an effective
  inter-professional learning session

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Developing Learning Outcomes

• Dont forget to
• Identify the end point of the learning session
• Identify your assumptions about what can be
  achieved during that process
• Limit the number of outcomes to those which are
  key
• Make sure they are learner focused

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What is expected of the learner ?

• Use an unambiguous action VERB - needs to be
  measurable
• design
• Add the OBJECT of the verb
• a set of aims and learning outcomes
• If appropriate , add CONTEXT or CONDITION
• robust

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Learning outcome example

• Design a set of robust aims and learning outcomes
• Write a sonnet in the style of William
  Shakespeare
• Apply theories of adult learning effectively in
  practice
• Fry an egg for your breakfast, that has the white
  completely set and the yolk completely runny

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SMART Outcomes

• Effective learning outcomes should be S.M.A.R.T
• S - Specific, significant, stretching
• M - Measurable, meaningful, motivational
• A Achievable, agreed upon, attainable,
• acceptable, action-oriented
• R - Realistic, relevant, reasonable, rewarding,
  results-oriented
• T - Timely, time-based, tangible, trackable

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Blooms Taxonomy of Educational Objectives (1956)

• Bloom suggested that learning tended to fall into
  3 domains
• Cognitive domain relating to intellectual
  capability i.e. knowledge or think
• Affective domain relating to feelings,
  attitudes, values and behaviours
• Psychomotor domain relating to physical
  coordination and performance of physical skills
• http//www.learningandteaching.info/learning/bloom
  tax.htm
• 
  

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Blooms Taxonomy (1956)http//www.learningandteac
hing.info/learning/bloomtax.htm
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Group Activity 1

• Think of an educational programme you are
  currently involved in delivering
• Write one learning outcome using the template
  provided

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What learning opportunities will be provided ?

• Learning activities
• select and design those that enable achievement
  of expected outcomes.
• Remember
• learning styles
• adult learning theories

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How will learning be assessed?

• Align the learning outcomes to the assessment.
• Match the form of assessment (formative or
  summative) to what is being learned e g essay,
  quiz, project practical skill
• Assessment must be valid and reliable measure
  what its supposed to measuring and be consistent
• Evaluation - have the students learned what the
  learning outcomes state they should be learning?
• 
  (Biggs 2003)

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Group Activity 2

• Design and plan an inter-professional learning
  session
• Think about criteria you need to consider when
  planning a learning session e.g. learner profile
  and venue

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Group Activity 2 continued

• Write the aim and develop the learning outcomes

VERB OBJECT CONTEXT/ CONDITION ACTIVITY
WRITE SONNET STYLE OF WILLIAM SHAKESPEARE
FRY EGG SET WHITE AND RUNNY YOLK
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Summary

• Tell me, and I will forget. Show me, and I may
  remember. Involve me, and I will understand.
  Confucius (approx 450 BC)
• Learning takes place through the active behaviour
  of the student it is what he does that he
  learns, not what the teacher does. Tyler (1949)