A conceptualization of intended learning outcomes supporting self-regulated learners in indicating learning paths

Intended learning outcomes ILOs indicate what learners will be able to achieve after they are taught. Traditionally, ILOs are expressed as plain text or unstructured documents. What if all ILOs of a specific course of study can be conceptualized through a structured diagrammatic technique? It was hypothesized that learners can benefit from this conceptualization in learning, especially in self-regulated learning. The aim of this study was to investigate whether the ILOs represented in unstructured or structured formats can facilitate learners to identify learning paths. The results revealed that the mean ratings of all learning paths were statistically significantly higher with structured ILOs.

[1]  Declan Kennedy,et al.  Writing and using learning outcomes: a practical guide , 2006 .

[2]  R M Harden,et al.  Learning outcomes and instructional objectives: is there a difference? , 2002, Medical teacher.

[3]  William G. Spady,et al.  Beyond traditional outcome-based education , 1991 .

[4]  Hugh C. Davis,et al.  An evaluation of pedagogically informed parameterised questions for self‐assessment , 2008 .

[5]  Ioanna Vekiri.  What Is the Value of Graphical Displays in Learning? , 2002 .

[6]  Carlos Delgado Kloos,et al.  Aligning assessment with learning outcomes in outcome-based education , 2010, IEEE EDUCON 2010 Conference.

[7]  R. Cox.  Representation construction, externalised cognition and individual differences , 1999 .

[8]  David Megginson.  Planned and Emergent Learning , 1994 .

[9]  Peter van Rosmalen,et al.  Using Language Technologies to Diagnose Learner's Conceptual Development , 2009, 2009 Ninth IEEE International Conference on Advanced Learning Technologies.

[10]  Ronald M. Harden,et al.  AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education , 1999 .

[11]  B. Zimmerman.  Self-Regulated Learning and Academic Achievement: An Overview , 1990 .

[12]  J. Pozo,et al.  On the Road to Graphicacy: The learning of graphical representation systems , 2004 .

[13]  R M Harden,et al.  AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes. , 1999, Medical teacher.

[14]  Rob Nadolski,et al.  OpenScout: Competence based management education with community-improved open educational resources , 2010 .

[15]  Michèle Artigue,et al.  Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work , 2002, Int. J. Comput. Math. Learn..

[16]  M. Dodridge.  Learning outcomes and their assessment in higher education , 1999 .

[17]  J. Biggs,et al.  Teaching For Quality Learning At University , 1999 .

[18]  Mariusz Kąkolewicz.  Robert A. Reiser , John V. Dempsey (ed.), Trends and Issues in Instructional Design and Technology, (Trendy i zagadnienia projektowania i technologii kształcenia), Merrill Prentice Hall Upper Sadle River, New Jersey, Columbus, Ohio, 2002, ss. 415 , 2003 .

[19]  Yvonne Rogers,et al.  External cognition: how do graphical representations work? , 1996, Int. J. Hum. Comput. Stud..

[20]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[21]  Patrick Smith,et al.  The Uses of Learning Outcomes , 2003 .

[22]  Brian H. Ross,et al.  Facilitating Conceptual Learning Through Analogy And Explanation , 2007 .

[23]  E. McDaniel,et al.  New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions , 2000 .

[24]  Candice Burkett,et al.  Self-regulated Learning with MetaTutor: Advancing the Science of Learning with MetaCognitive Tools , 2010 .

[25]  Gary B. Wills,et al.  A Conceptual Model of Intended Learning Outcomes Supporting Curriculum Development , 2013, ER.

[26]  W. Spady.  Outcome-based education : critical issues and answers , 1995 .

[27]  Cedric Linder,et al.  Teaching by Conceptual Exploration: Insights into potential long‐term learning outcomes , 1996 .

[28]  Joanna Allan.  Learning outcomes in higher education , 1996 .

[29]  Timothy L.J. Ferris,et al.  A PSYCHOMOTOR SKILLS EXTENSION TO BLOOM'S TAXONOMY OF EDUCATION OBJECTIVES FOR ENGINEERING EDUCATION , 2005 .

[30]  Heidi M. Anderson,et al.  SPECIAL ARTICLES Student Learning Outcomes Assessment: A Component of Program Assessment , 2005 .

[31]  M. David Merrill,et al.  Integrative goals for instructional design , 1990 .

[32]  Luis Manuel Sánchez Ruiz,et al.  Achieving Competence-Based Curriculum in Engineering Education in Spain , 2009, Proceedings of the IEEE.