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It is better to guide the students to be strategic learners. For example,  some of the modules focus on the applications of the science where no deep learning is not really necessary, while the other part of modules focus on implications where solid background knowledge is important for the students to successfully keep up and meet the objective of the course. Henceforth, the teacher needs to design their teaching materials in such a way as to deliver the course based on what the students know and what they have to know before and during the course, respectively.

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I had a few important take-aways:
1. Make sure that any learning outcome is supported at the end of the course with some qualitative or quantitative assessment that allows you to determine how effectively the students progressed towards that learning outcome.
2. Test running the interpretation of the wording of learning outcomes is a great idea. Often, something makes perfect sense to me but no one else.
3. Including learning outcomes at the start and end of lectures. I think this really helps students to understand the purpose of specific lectures or activities towards the course's larger learning objectives.

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Design student-centered learning
Align assessments with learning outcomes

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It is important to return to learning objectives and show students how they can actually meet them. Give them evidence of what they will be able to do once they meet the objectives.

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'Don’t presuppose that our own topic is the
most fascinating thing in the life of all the
students we see.' So true. The task to bear in mind is to make it an interesting stepping stone in their qualification

'Don’t try to teach something if you can’t think of any intended learning outcome associated with it.' This is partly a reminder that less is more when delivering content, which can be hard.

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1. More is required for learning to occur, and I (the lecturer) am central to the learning process.

2. Learning outcomes should underpin our everyday teaching-learning tasks

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Be genuine - be yourself. Encourage reflection, interaction and participation. 

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Be genuine - be yourself. Encourage reflection, interaction and participation. 

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Be aware of how emotion underpins motivation. This will be different for each student.

Consider ‘learning incomes’ by exploring hopes, fears and existing knowledge.

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1. Don't write outcomes that cannot be assessed.
2. Make your outcomes reach your students, by making it personal and using their language.
3. Be ready to answer why, so what??

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Becoming a real person in the eyes of the student and not just a generic educator.

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Becoming a real person in the eyes of the student and not just a generic educator.

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"we evolved to learn" Shape teaching strategy and method to open the natural path to intuitive knowledge/skill acquisition

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"we evolved to learn" Shape teaching strategy and method to open the natural path to intuitive knowledge/skill acquisition

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Using simple language and even gesture, physical demonstration to facilitate learning

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Using simple language and even gesture, physical demonstration to facilitate learning

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The symptoms presented and the suggested tactics have increased my awareness and provided new methods to try when needing to encourage and forster learning in those lacking the motivation.

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I particularly liked two ideas of
* Continue being a student in order to understand students’ motivations.
* Concentrating on Student learning, rather than our teaching to understand what is going on in their minds. If you really love to transfuse information, be enthusiastic.

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I always considered learning outcomes a tool to assess students' understanding.
The fact that learning outcomes can guide students toward their target did not occur to me before. Knowing that encourages to spend more time in explaining the LOs to the students and link them to individual lectures

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Focus on depth not coverage. Write lecture materials with regular reference to achievable LOs.

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Focus on depth not coverage. Write lecture materials with regular reference to achievable LOs.

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"Test-running your learning outcome statements: Ask target-audience students ‘what do you think this really means?’, to check that your intentions are being communicated clearly."

"Learning is about human achievement."

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When designing learning outcomes always remember:
1) Be ready for the question "why?"
2) Be ready for the reaction "so what?"
3) Work out your answers to "what's in this for me?"
Considering these points would help a lot in in changing the attitude towards "surface learners" (Even though I didn't like their portrayal in the video).

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Concentrate on their learning, rather than our teaching

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Concentrate on their learning, rather than our teaching

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This is a crucial shift in focus for me when thinking about how to plan my teaching content and activities

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Making learning outcomes accessible by using plain English so everyone can understand them.

Really thinking about the content and any activities to engage and excite students.

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This has made me think much harder about how I choose learning outcomes, assessments, and classroom activities to ensure they all work together in achieving the teaching and learning aims for my modules

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Learning incomes as well as learning outcomes.

The importance of motivation and feedback

Understanding student's strategic learning - the importance of understanding which things to learn 'deep' and which to learn 'shallow'

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Learning outcomes help students navigating the module and assessing their progress.

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Contribute to the want by using useful tactics to motivate the stusents

Reflection on the importance of the learning outcomes for successful learning and consideration of the student's previous knowledge, or learning inputs

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Contribute to the ‘wanting’: convey enthusiasm

Clear outline of the learning outcomes, explaining the why and how to facilitate ‘strategic learning’

Design the teaching so as to facilitate the doing

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'Help students to gain control over how they learn so that they have a greater ownership over what they learn'

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Recognising students prior knowledge and experience and then building on this during sessions.

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Recognising students prior knowledge and experience and then building on this during sessions.

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Thinking about the difference between teaching and learning. How this affects delivery of sessions, engagement with students, approaches taken etc

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'Students learn from what they do not what you do'

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Communicate learning outcomes to students in plain English; when there are learning outcomes already defined, e.g. in a module handbook, "translate" them if they are not user-friendly or too unclear.

"Doing" is a fundamental part of how we learn, originating from our childhood where we learned most things just by playing. In higher education, the playing aspect has been supplanted by a more "work-like" culture.

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Being careful and considerate of language and terminology so that teachers and students really understand each other. I think jargon is positioned as negative but sometimes technical terms are needed, or challenges to terms are needed, but we need to be careful to articulate what we mean by terms and listen to what others mean.

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I liked the idea of considering what students bring to the session or topic already, as well as their hopes and fears.

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1. I consider: Can a good learner be a good teacher? How to respect intellectual diversity?

2. When we design the learning process, it is important to consider not only what to teach (a piece of knowledge) but also how each individual learner reacts and experiences the whole learning process.
S

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"learning incomes" - what can students do already? how can we build on that?

what do students want to learn (or what do they think they want to learn)? how can we support this (or should we?)

give opportunities for activities - not just to assess, but to praise

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Need to really consider 'learning incomes' aswell as 'learning outcomes'

The internet, and ability to quickly find information, has changed the emphasis on shallow learning

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I will be better able to construct high quality learning outcomes

I will be able to design content which gives students opportunities to 'do' and 'verbalise'

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Grab the code if you prefer to do this from your smart phone

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Grab the code if you prefer to do this from your smart phone