Course syllabuses, outlines or similar academic documents specifying the content of a course will often be a helpful tool both for teachers and students to grasp the content and purpose of a course. In many cases, however, the compilation of such documents is a painstaking process for the educator designing it, and is a task that many teachers will shun. In this paper we propose a fairly simple pedagogical model for designing specific learning outcomes that the students are expected to attain after completion of a course.
References
[1]
American Association of Law Libraries. www.aallnet.org
[2]
Anderson, L. W., Krathwohl, D. R. et al. (Eds.) (2001). A Taxonommy for Learning, Teaching and Assessing. Longman.
[3]
Baume, D. (2002). First Words. Oxford Brookes University: OCSLD.
https://www.brookes.ac.uk/services/ocsld/resources/assessment.html
[4]
Biggs, J. (1987) Student Approaches to Learning and Studying. Hawthorn, Vic: Australian Council for Educational Research.
[5]
Biggs, J. (1993). What Do Inventories of Students’ Learning Process Really Measure? A Theoretical Review and Clarification. British Journal of Educational Psychology, 83, 3-19. http://dx.doi.org/10.1111/j.2044-8279.1993.tb01038.x
[6]
Biggs, J. B., & Collins, K. F. (1982). Evaluating the Quality of Learning. The SOLO Taxonomy. London: Academic Press.
[7]
Biggs, J. B., & Tang, C. (2007). Teaching for Quality Learning at University. Maidenhead: McGraw Hill.
[8]
Bland, M. (2000). An Introduction to Medical Statistics (3rd ed.). Oxford: Oxford University Press.
[9]
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I. The Cognitive Domain. New York: David McKay Co Inc.
[10]
Cox, D. R., & Hinkley, D. V. (1974). Theoretical Statistics. London: Chapman & Hall.
http://dx.doi.org/10.1007/978-1-4899-2887-0
[11]
Crawley, E. F. (2007). Rethinking Engineering Education: The CDIO Approach. New York: Springer.
[12]
Elmgren, M., & Henriksson, A. S. (2010). Universitetspedagogik. Stockholm: Nordstedts.
[13]
Howitt, D., & Cramer, D. (2014). Introduction to Statistics in Psychology (5th ed.). Harlow: Pearson Education Limited.
[14]
Marton, F., & Saljo, R. (1976a) On Qualitative Differences in Learning—1: Outcome and Process. British Journal of Educational Psychology, 46, 4-11. http://dx.doi.org/10.1111/j.2044-8279.1976.tb02980.x
[15]
Marton, F., & Saljo, R. (1976b). On Qualitative Differences in Learning—2: Outcome as a Function of the Learner’s Conception of the Task. British Journal of Educational Psychology, 46, 115-127.
http://dx.doi.org/10.1111/j.2044-8279.1976.tb02304.x
