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How have you used learning outcomes in your teaching practice or other role(s)?

I have used learning outcomes as student and faculty. As student I never paid much attention. As a faculty I understood the importance of learning outcomes.
The taxonomy helps the educators to write the course objectives and learning outcomes that measures the learning that occurs in three domains, Cognitive (knowing), psychomotor (doing) and affective (feeling, valuing).  It is relatively easy to write objectives in the cognitive and psychomotor domains.
In the cognitive domain, educators can measure the knowledge, comprehension, application, analysis, synthesis, and evaluation through written or oral tests. In psychomotor domain, the educators could observe the student performance as evidence of acquisition of that skill. The objectives in the affective domain are not easy to write and measure. Even though it could be measured through a written assignment, the objectives cannot be measured in its full flavour.

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How have you used learning outcomes in your teaching practice or other role(s)?

As a student, I believe it is very important to have clear objectives and outcomes at each course syllabus. It helps me to know how to deal with each objective and approach the best ways to succeed it. I can evaluate myself at the beginning of the course and know if I have some basic knowledge about each objective and how much work I need to do on course materials and assignments to increase my understanding and information about the topic.

As an instructor, I encourage the students carefully pay attention to the course contents on the syllabus. Try to understand what the expectation of each objective is.

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I have often struggled with the difference between learning outcomes and learning objectives. So I tend to focus on learning outcomes focusing on what students should know and be able to do by the end of the course and that the outcomes help form the activities and the learning. It becomes necessary to reflect on the course and its practical application, value and subsequent knowledge and skills. Critical is using the outcomes to help the evaluation of assignments and in the evaluation of the course.

It is also important to take into consideration the goals of the university and that they are compatable

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I'm sorry to be posting this late, but this topic is very near and dear to me. I used to be a Curriculum Specialist, and my role was tightly connected to creating learning outcomes (and outlines/syllabae) for professors. In that role, I became aware of how poorly LOs are typically written and how poorly they are followed up on. Professors often whip together LOs without much thought to the assessments and then don't end up actually assessing the LOs.

Students often ignore LOs, because they are "trained" (through lack of use) to.

Now that I am a full time professor, I ensure my LOs are correct, applicable, consistent and relate to my assessments. I make sure all assessments include the LOs they are addressing and discuss them with my students.

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I use learning outcomes when I am creating the syllabus as I want the content to match to the assignments. This is very important for the students who want to apply the concepts taught in class; they feel, and rightly so, that if they cannot apply the content what is the point of class.
I also have taught a course on how to develop teaching plans and during the lessons, I reinforce the importance of using Blooms taxonomy when creating objectives as it will make the teaching and the evaluation easier.
Finally, I find that good learning outcomes allow for an easy assessment of what needs to be changed in the delivery of the content.

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As a teacher at both the university and college level I have learned that most students aren't sure what course learning outcomes are, nor have they even read them within their course outline. Since learning this, I have made an effort (moreso at the college level) to spend time on this topic at the start of the term, and revisit it throughout the term (and certainly by the end of it).  If students understand the purpose of the courses (and the content within) that they are taking, it may change their learning experience. I also believe that professors should be encouraged to review CLO's to ensure that they are being met. If a course has been taught many times by many different people (but the CLO's have not changed) then it is very possible for the content and assessments of the course to have slipped away from the CLO's without anyone noticing. On that same thought, CLOs should probably be updated more frequently (as course delivery changes over time-- even over a short time). This is all important because the CLOs will impact the overall PLOs.
:-)

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As a student, I used the learning outcomes or learning objectives as a means to see whether I had adequate knowledge of the course material when it came to testing/midterms/exams.

I used this information to make questions for myself to test my knowledge, and see if I had sufficient understanding and application abilities in the course.

As an instructor, I think it is imperative that students have clear-cut objectives to know how to succeed in the course, and to determine the state of their knowledge throughout.

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As a student, I only felt like there were a couple times when learning outcomes were explicitly stated to me. The time I remember most was in a high school chemistry class, and I used these outcomes to study for all my tests and the final exam. As a subject specialist I don't set the learning outcomes for the whole course, but I do have to set learning outcomes for my workshops. I don't have these written down for the students, but I find it important to discuss them at the start of every workshop so that students know what they should be getting out of each session! In the future I'd like to have these more formally written down (perhaps on the registration page) so that students can see these outcomes beforehand.

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I have never really paid much attention to learning outcomes as a student. As an instructor, I expect that students generally don't read them either.

After reading this week's material I realize the importance of having learning outcomes that are clear and make it easy for students to understand what's expected of them in the course as well as what material they are going to cover and how it will benefit them.

I wonder how we can make students more likely to read and pay attention to the learning outcomes instead of glossing over them.

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Audrey  T.                                 How have I used learning outcomes in my teaching practice

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Audrey  T.                                 How have I used learning outcomes in my teaching practice

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The weekly topics covered in class usually include learning outcomes which I find very beneficial. The outcomes guide my planning, class discussion and the material presented, especially when the subject matter is broad. Additionally, it helps students focus on important information (need to know vs nice to know) and saves time when studying.

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As I have studied Blooms Taxonomy of learning in previous courses and in my current role a an instructor, the relevance has become more apparent for examples,  Bloom’s taxonomy as explained by jShabatu (2018),  not only helps to develop learning objectives it also explains the process of learning; she went on to explain that:
Before you can understand a concept, you must remember it.

To apply a concept, you must first understand it.

In order to evaluate a process, you must have analyzed it.

To create an accurate conclusion, you must have completed a thorough evaluation
This is the process I try to use with my students, all six steps go hand in hand.

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Christina C. - Using learning outcomes in teaching practice (or other roles).

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Christina C. - Using learning outcomes in teaching practice (or other roles).

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Until this point, I had not realized that the majority of Learning Outcomes that I have completed myself or designed (in a syllabus) were strictly geared toward assessment outcomes (e.g., assignments, papers, projects). Rarely has a course that I have taken have a general learning outcome instead of something specific based on an end-of-term assessment. From this point, I plan to now include at least one Learning Outcome in future syllabi to better show students what their end goals should be for the course that isn't based solely on a large assessment.

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How have I used learning outcomes in my teaching practice or other role(s)? 

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How have I used learning outcomes in my teaching practice or other role(s)? 

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In my role as a Faculty Advisor for nursing students learning outcomes are very important part of the learning process.  Without learning outcomes there would be no goal to work toward.  Students have their learning plan completed prior to being in the clinical setting and learning outcomes or goals are what they work toward.  Outcomes help to give direction or a pathway toward increasing knowledge and skills.
Christine Gonzalez.

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How have I used learning outcomes in my teaching practice or other role(s)?

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How have I used learning outcomes in my teaching practice or other role(s)?