Dear Benny! You are right! Many people are using it; however, most educators either do not use it or use it by connecingt it with other "doable" verbs like "LISTEN and REPEAT after the teacher" are connected.
Some schools of thought reject the idea of using "understand," in an objective while others embrace it. This concerns me as I see it as an open ended objective to measure a students level of understanding- deep, superficial or intermediate. This rubric would be established by the intangible aspects of a learning audience- prior knowledge, region socio-economic background, age, vocabulary, attention and so on. I wish I knew this as absolute. It makes very confusion when there is such a rift in basic ideas of writing objectives. What do you think?
I was disappointed that after listening to all the background information, the professor did not give a single example of how to actually write an effective learning outcome, which was the title of this RUclips video and the reason I watched it.
Hmm. Taxonomies such as those mentioned are certainly relevant to writing ILOs (Intended Learning Outcomes), but there is more to writing ILOs than just that. So, HOW can taxonomies such as Bloom's help educators write ILOs? The answer is taxonomies help educators select appropriate verbs. One criterion of an appropriate verb is that it is MEASURABLE, meaning that it is something the students do. So, is the verb "understand" something the teacher can measure? No. Is the verb "explain" measurable? Yes - the student can actively do this and the teacher can observe this being done. If an aim isn't measurable, there's no way to know if it has been achieved. Of course, a good ILO consists of more than just a verb. The rest of an ILO should be written to achieve two additional criteria, namely, it should be SPECIFIC and ACHIEVABLE. So a good ILO may be written as "By the end of this session, students will be better able to write an ILO that is measurable, specific and achievable".
A comprehensive and analytical discussion on learning outcomes.
Very effective workshop, I learned many new skills. Thank you for your effort.
Thank you, I'm still on my way to differentiate between goals, outcome and objectives
Dear Benny! You are right! Many people are using it; however, most educators either do not use it or use it by connecingt it with other "doable" verbs like "LISTEN and REPEAT after the teacher" are connected.
Thanks for providing information about Writing Effective Learning Outcomes and Objectives.
thank you for explaining the dimension of learning outcomes
This lecture is a godsend. Im doing my undergraduate in English education and the stuff my professor is providing isn't half as effective as this is.
Tanks for providing information about Writing Effective Learning Outcomes and Objectives
Excellent workshop presentation. I learned a lot.
Thank you.
Thank You for sharing your knowledge.
Thank you mam for the explanation on the effective learning outcomes and objectives.
thanks for a valuable lecture onwriting effective learning outcomes and objectives.
Interesting video on various taxonomies of learning and learning outcomes. "Learning how to learn" is an interesting topic here.
Fins Taxonomy, learning outcomes...a nice and useful session. Thank you mam.
Interesting lecture, good examples. Thank You
Excellent Presentation. Thanks
Great lecture on intended learning outcomes
Very nicely explained topic!
Interesting and insightful presentation.
Learning, really amazing topic
An effective set of learning outcomes will guide both teachers and students.
better explanation is anticipated
Good presentation on learning objectives and outcome.
Thank you for good information
Good talk on Student learning and outcomes
Wonderful discussion thank you
Nice information about integrated Course design, thank you
Some schools of thought reject the idea of using "understand," in an objective while others embrace it. This concerns me as I see it as an open ended objective to measure a students level of understanding- deep, superficial or intermediate. This rubric would be established by the intangible aspects of a learning audience- prior knowledge, region socio-economic background, age, vocabulary, attention and so on. I wish I knew this as absolute. It makes very confusion when there is such a rift in basic ideas of writing objectives. What do you think?
Thank you madam...It is desirable to make learning objectives behavioral...it will make learning outcomes easy to assess.
I was disappointed that after listening to all the background information, the professor did not give a single example of how to actually write an effective learning outcome, which was the title of this RUclips video and the reason I watched it.
Thank you mam for give informative lecture.
Interesting, where I can get the slides of this talk? Thank you.
thank you maam for sharing knowledge of leraning outcome and objective
very effective lectures
Thank you.
informative video about creating learning outcomes
Effective Learning Outcomes and Objectives are well stated here.
excellent session
Very nice and subjective!
Informative
nice session regarding intended learning outcome and BLOOM'S Taxonomy.
nice information on effective learning outcome and objectives
THANKS
Very nice talk.
Thank you
Interesting and engaging
Informative video
Dr. Anish Kumar M S
very nicely explained by mam
Nice lecture on , thanks mam
nice lecture on writing learning outcomes
Wonderful lecture mam.
amazing
Friendly discussion on learning outcomes.
explanation about effective learning outcome
Information regarding Integrated Course. In India now Integrated M.Sc. were introduced in IISER like Insuite
very effective
Interesting and insightful presentation. Dr. Rajneesh Kumar Gupta Central University of Gujarat
INTERESTING LECTURE ON INTEGRATED COURSE DESIGN.THANK YOU MADAM
DR BASSA SATYANNARAYANA
awesome madam
Would be better with practical example of learning outcome.
thank you ma'am ~daisy konwar
Thanks mam
धन्यवाद्
good video
👍
Nice and subjective
Nice
nice
Hmm. Taxonomies such as those mentioned are certainly relevant to writing ILOs (Intended Learning Outcomes), but there is more to writing ILOs than just that. So, HOW can taxonomies such as Bloom's help educators write ILOs? The answer is taxonomies help educators select appropriate verbs. One criterion of an appropriate verb is that it is MEASURABLE, meaning that it is something the students do. So, is the verb "understand" something the teacher can measure? No. Is the verb "explain" measurable? Yes - the student can actively do this and the teacher can observe this being done. If an aim isn't measurable, there's no way to know if it has been achieved. Of course, a good ILO consists of more than just a verb. The rest of an ILO should be written to achieve two additional criteria, namely, it should be SPECIFIC and ACHIEVABLE. So a good ILO may be written as "By the end of this session, students will be better able to write an ILO that is measurable, specific and achievable".
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Everything is vastly ecplained...
Learn how to design learning outcome
Good lecture about learning outcomes and objectives...