The document describes learning outcomes and their alignment across different levels of education. It defines three types of learning outcomes: knowledge, skills, and personal and professional competence. It also discusses how learning outcomes are aligned from the international to institutional levels. Guidelines are provided for writing learning outcomes, including focusing on learning rather than teaching and making sure the outcome can be assessed. Examples of properly written learning outcomes are given. The workshop task involves identifying teaching methods for a specific course, and formulating learning outcomes linked to each method.

1. Workshop Teaching/Learning Methods and
Learning Outcomes
Petra Oberhuemer petra.oberhuemer@univie.ac.at
Michael Derntl michael.derntl@univie.ac.at
Sonja Kabicher sonja.kabicher@univie.ac.at
University of Vienna, Austria

2. Types of Learning Outcomes
Types of learning outcomes
Personal and professional competence
(proven ability to use knowledge, skills and
personal, social and/or methodological abilities.
proven ability
to use Skills
(ability to apply knowledge and use know-
how to complete tasks and solve problems)
ability
Social and/or
to apply
methodological abilities
(not further specified)
Knowledge
(outcome of the assimilation of
information through learning)
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 2

3. Alignment throughout Levels
of Learning Outcomes
International level
Learning outcomes
in the European Qualification Framework
are in line with…
National level
Learning outcomes
in the Austrian National Qualification
Framework
are in line with…
Institutional level
Learning outcomes
in the graduates’ qualification description
(qualification profile) in a formal curriculum
document
are in line with…
Field of study level
Learning outcomes
of modules
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 3

4. Why Learning Outcomes - EQF
European Qualification Framework (EQF)
for Lifelong Learning
Levels 1-8
Level 1
Level 2
Framework for Level 3
Qualifications of the
European Higher Education Area Level 4
Short cycle (120 ECTS)
within or linked to 1st cycle
Level 5
1st cycle (180-240 ECTS)
Bachelor level
Level 6
2nd cycle (90-120 ECTS)
Academic Levels
Master level
Level 7
3rd cycle
Doctorate level
Level 8
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 4

5. Learning Outcome Sentence Structure
Students are/will be able to
Students will learn to
VERB NOUN.
On completion of the learning the successful student will be able to
(according to Adam, 2004, p. 5)
qualification, module or course Describes Describes
intended knowledge
cognitive students are
process expected to
acquire or
construct.
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 5

6. Learning Outcomes of a Course
Teaching
methods
Learning ADJUSTMENT ECTS
outcomes
Assessment
techniques
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 6

7. Learning Outcome Examples
Students are able to …
… explain the seven layers of the ISO/OSI Reference
Model Knowledge
… enumerate the most influential politicians of the 20th
century
… design an interactive website that complies with Web
Accessibility Guidelines Skills
… filter out relevant literature for a given research problem.
… guide their team mates in improving the architectural
model of a system. Competence
… moderate a virtual task-force meeting
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 7

8. Some guidelines for formulating
Focus on learning rather than teaching
Students are taught about software design flaws
☺ Students are able to identify critical design flaws in a
given software system
Focus on the outcome, not the process
Students complete Unit 1 on basics of academic writing
☺ Students are able to explain the basic principles of
academic writing
Make sure that achievement can be assessed
Students are able to give a good presentation about their
semester project
☺ Students are able to convey the essential outcomes of
their semester project in a five-minute slideshow
presentation
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 8

9. It’s your turn…
TASK

10. Task
• Decompose a course into the methods it uses, and identify
and formulate learning outcomes associated with the
methods
• Gather in small groups if desired
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 10

11. Task Step 1: Describe a Course
•Think of one of specific course (best if it is not a lecture)
•Fill out the “Course Description” sheet for the course
– Example:
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 11

12. Task Step 2: Identify Methods
• From the detailed course description, identify the teaching/learning and
assessment methods you use in your course
• Fill out the “Method Description” sheet for each method
– Example:
Workshop @ UC3M - P. Oberhuemer, S. Kabicher, M. Derntl July 2009 12

13. Task Step 3: Formulate learning outcomes
• Formulate all learning outcomes relevant to your course
• For each learning outcome:
– Identify the type, i.e. knowledge, skill or competence
– Link the methods that support this outcome by referencing their
Number (#1, #2, etc.)
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14. Task Steps Overview
1. Fill out “Course Description” sheet.
Focus on the detailed description, optimally using a
flowchart or tabular presentation
2. Identify and briefly describe on the “Method Description”
sheet the methods (teaching or assessment) used in your
course.
3. Create a complete list of learning outcomes for your course.
Identify the type of each outcome, and reference the
methods supporting this outcome
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