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I lecture at the New Zealand College of Chiropractic.  Principally I work with our senior students in their final two years of study in the bachelors program.
I teach level 6 and 7 courses and for the most part have been luckily enough to be taking over a course from another lecturer. For this reason I have not had to write new course learning outcomes. However, I recently changed one of the final year papers, which required modifying some learning outcomes to include cultural diversity and professionalism within them.

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I work for ETC (English Teaching College) where I teach NZCEL unit standards to refugees and migrants. Currently I am teaching L1, but in the past have also taught Levels 2 and 3.
Because these are certificate courses with specific unit standards, everything is very prescribed. My job is to prepare the students so they have the knowledge which enables them to pass each task in each unit standard. (There are 12 multi-task unit standards and each task has to be passed for them to achieve the certificate.)
At the start of the course I explain to the students what the broad learning outcome will be for them once they have completed all the unit standards. For the lower levels, I don't think they gain a full understanding until they are partway through the course and have completed two or three unit standards.
At the start of each specific unit standard I go over what the learning outcome will be once they have completed the tasks. For example,  Unit 30994: Read and understand simple texts in everyday contexts. I explain they will be reading about an 'everyday' topic, such as 'Sleep'  and will be asked comprehension and vocabulary questions.
We are nearing the end of this year's first five month course, and I am pleased to say
all but one of my 14 students will successfully complete it and achieve their L1 NZCEL certificate.

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Ljiljana’s experience with Learning OutcomesWriting SMART learning outcomes Objective: Explain the experience that you have had working towards, editing or writing learning outcomes or teaching objectives.                                       I started working as a volunteer for English Language Partners in 2016. Since then until the present time, I am teaching English to adult learners. They arrived in New Zealand from many different countries around the world. Many of them came as refugees, some have New Zealand working visas, and others are Citizens of New Zealand wishing to improve their English Language knowledge for different purposes.After finishing the three-month course run by English Language Partners, I become a volunteer home tutor. In this role, I was visiting homes of newly arrived refugees in New Zealand, who had a deficient level knowledge of English Language. They also had none or only a few years of education in their native language before coming to New Zealand. After discussions with the learner, I would write teaching objectives based on their needs, and that we both agreed upon together. I was enjoying work and in 2017 gained Level 7 Certificate in Teaching English as a Second Language from WINTEC, Hamilton. After finishing the course, I  taught English for Employees Programmes as well as the English Language Group Programme. When teaching English for Employees Programme teaching objectives were tailored to the needs of each learner, and outcomes were written after having discussions with them about what they wished to learn. For example, gaining the ability to have 'small talk' with the colleagues, how to fill in a timesheet, or write an email. I would write a lesson plan for each session. The English Language Group Programme is tailored to the learner's needs and involves speaking English. The teaching objectives were written based on learners needs and covered many different areas of daily life in New Zealand, including current affairs, politics, health and education systems and others, that are current and relevant for people living in New Zealand.In January 2018, I gained Certificate (level 5) in NZCALNE: Teaching Adult Literacy and Numeracy Educators, a course organised by the  Tertiary Education Commission. Since February 2018 to present, I am teaching  English Language Literacy Programme.  Learners are divided into three primary beginners group: Level 1 (no prior knowledge of English), Level 2 and level 3. The teaching outcomes are: reading, writing, numeracy and digital literacy, listening and speaking. For every week of teaching, I write a lesson plan and teaching objective tailored for each of the three different levels. I teach four days a week for 2.5h each day for the full academic year.

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Ljiljana’s experience with Learning OutcomesWriting SMART learning outcomes Objective: Explain the experience that you have had working towards, editing or writing learning outcomes or teaching objectives.                                       I started working as a volunteer for English Language Partners in 2016. Since then until the present time, I am teaching English to adult learners. They arrived in New Zealand from many different countries around the world. Many of them came as refugees, some have New Zealand working visas, and others are Citizens of New Zealand wishing to improve their English Language knowledge for different purposes.After finishing the three-month course run by English Language Partners, I become a volunteer home tutor. In this role, I was visiting homes of newly arrived refugees in New Zealand, who had a deficient level knowledge of English Language. They also had none or only a few years of education in their native language before coming to New Zealand. After discussions with the learner, I would write teaching objectives based on their needs, and that we both agreed upon together. I was enjoying work and in 2017 gained Level 7 Certificate in Teaching English as a Second Language from WINTEC, Hamilton. After finishing the course, I  taught English for Employees Programmes as well as the English Language Group Programme. When teaching English for Employees Programme teaching objectives were tailored to the needs of each learner, and outcomes were written after having discussions with them about what they wished to learn. For example, gaining the ability to have 'small talk' with the colleagues, how to fill in a timesheet, or write an email. I would write a lesson plan for each session. The English Language Group Programme is tailored to the learner's needs and involves speaking English. The teaching objectives were written based on learners needs and covered many different areas of daily life in New Zealand, including current affairs, politics, health and education systems and others, that are current and relevant for people living in New Zealand.In January 2018, I gained Certificate (level 5) in NZCALNE: Teaching Adult Literacy and Numeracy Educators, a course organised by the  Tertiary Education Commission. Since February 2018 to present, I am teaching  English Language Literacy Programme.  Learners are divided into three primary beginners group: Level 1 (no prior knowledge of English), Level 2 and level 3. The teaching outcomes are: reading, writing, numeracy and digital literacy, listening and speaking. For every week of teaching, I write a lesson plan and teaching objective tailored for each of the three different levels. I teach four days a week for 2.5h each day for the full academic year.

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Chun Li's experience with Learning Outcomes

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Chun Li's experience with Learning Outcomes

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I am a Canvas Facilitator in the University of Auckland and Outcomes is a feature in Canvas. Teachers can write the course learning outcomes in their Canvas courses and utilise them as criteria in rubrics for marking assignments.

I discussed learning outcomes with teachers in my Canvas training sessions, e.g. which ones are well written and which ones can be re-written to be clearer to students, and to markers.

The Bloom’s Taxonomy came into my sight when I searched “writing learning outcomes” online. I found the cognitive levels and the verbs in each level are in parallel with the level of courses. For example, most learning outcomes in stage one courses focus on remembering, understanding and applying, while stage two and stage three courses ask students to analyse, evaluate, or creating something in their subjects. Most teachers welcomed the SMART way because by using the rubrics with the SMART outcomes, their markers knew how to measure students’ assignments and students understood what to achieve in an assignment.

This course will help me with writing the learning outcomes of my Canvas training sessions and also providing professional advice on how to write learning outcomes in my training sessions.

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Similar to Julia's experience, I have spent time in my career formulating teaching objectives for my courses. Before starting this course, I have written some can do statements as a guide for my students to self-assess. I think the binary option of can do statements is perhaps limiting, and seem now to me to be a mere checklist. I'm interested in having actual demonstrable do statements that are progressively aimed as a process towards attainment. Rather than something to reflect on when it's all but over.

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I have explained my experience in this audio file.

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Julia's experiene with learning outcomes