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Generating Learning Outcomes with Generative AI
However essential we know learning outcomes to be for orienting students, articulating them can be an arduous process. Where does one even begin? Thankfully, this is one area where Generative AI’s capabilities really deliver. Using a text-producing AI tool such as SMARTIE’s Course Structure Assistant, insert as many details about your course and the desired output as possible. Here is a sample prompt that you might submit to AI to produce course-level learning outcomes: Please create 6 learning outcomes that consider the following parameters. This is a university course at the [ordinal] year level of a [discipline] program. The course title is: “[Course title]”. The description is: “[Custom course description]”.…
- Curriculum Development, Educational Theory, Experiential Learning, General, Instructional / Course Design, Instructional Strategies, Wellness
Your Brain on Experiential Learning
“Is disengaged.” “Is easily distracted.” “Shows no interest.” “Never shows up.” No professor wants to use these phrases to describe their students, but disengagement is a persistent problem — making descriptions such as these all too common today. Experiential Learning can help. Experiential learning is a powerful educational approach that helps students remain focused as it promotes active learning, fosters creativity and innovation, and prepares students for the real world. Let me explain: Experiential learning engages multiple parts of the brain simultaneously When learners participate and apply their learning in authentic contexts, it activates different areas of the brain responsible for sensory processing, motor skills, and cognitive functions, such as…
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All Aligned – Outcomes
This post is one of a 3 part series on the concept of alignment of what you want students to learn, how you plan to teach them, and what you will assess them on. Sometimes called constructive alignment, it has three parts: Your learning outcomes Your instructional approach or learning strategies Your assessments This post focuses on the need for clear learning outcomes for your students, and the next two posts in October and November focus on instruction and assessment respectively. Why outcomes Outcomes are statements that describe what our teaching is designed to help students know, do, or be. They start with a verb, then connect that to the…
- Assessment and Evaluation, Curriculum Development, Instructional / Course Design, Instructional Strategies
Is Your Instruction Designed to Produce Student Learning?
Lecture is an efficient way to transmit information, especially in large classes. We inevitably feel there is a lot of content to cover, since the gap between what novice students know and expert professors know is large. However, large, uninterrupted blocks of lecture are very inefficient ways to learn, because they are passive. Learners get cognitive overload and stop processing, have trouble paying attention, and remember some ideas that they struggle to apply or connect conceptually. All of these occur, even with strong learners, and even with instructors who provide exceptionally focused, clear delivery of information. The mind just learns more if it is actively engaged in thinking. As a…
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It’s All About Your Outcomes
[social-bio] Structurally, outcomes are obligations. You need outcomes for your course syllabus, and your program as whole has some form of outcomes. From a teaching and learning perspective, however, an outcome is much more than just a hoop. It’s at heart of why you’d bother to teach the course you do. Each outcome (and you don’t need that many), describes a skill, disposition, or set of complex knowledge that it is essential for your students to demonstrate to be successful in the course. What does a good outcome look like? You can read more about definitions of outcomes (what a student will do) and objectives (what an educator will teach)…