Learning Outcomes:
The Course Re/Design Institute is based on a systematic instructional design model that places
learning/outcomes at the forefront. These outcomes form the basis on which to align the
remaining course components, that is, assessment methods and instructional strategies. The
following figure depicts the design process as it flows from learning (or behaviour) outcomes (or
objectives as they are often referred to – let’s not get into semantics).
Source: Curriculum Planning and Curriculum Design Handout (no author/date)
Learning Outcomes: Step 1
Using the associated materials provided in learning outcomes section of your binder, begin the
process of articulating your objectives/outcomes using the following guidelines.
1. Choose one central concept/theme/topic from your course map.
2. Craft one or two outcomes for this concept/theme/topic – either cognitive, affective
(values) or skills based – as appropriate.
3. Repeat this process for each central concept/theme/topic identified on your map.
Learning Outcomes: Step 2
1. Now that you have crafted some working outcomes for the course and your learners,
take some time to review them. Below we have provided some suggestions to assist in
your critique.
Is each learning outcome:
1. directly derived from your concept map?
2. start with an action verb?
3. stated from the perspective of the learner?
4. easily understood by potential learners?
5. attainable?
6. measurable| assessable?
7. concise?
Is the total list of learning outcomes comprehensive and
representative of your concept map?
2. Following your critique, make further changes to your outcomes. Once completed,
partner up with a colleague to review your learning outcomes. Use the guidelines above
to critique each other’s outcomes. Refer back to your individual concept maps as
necessary.
3. Based on the feedback from your peer(s), make any final changes to your outcomes.
Learning Outcomes: Step 3
1. Transfer your outcomes to an overhead transparency in preparation of presenting them
to your peers for feedback (or your laptop if you prefer to present in this mode).
2. Record the ideas and suggestions (e.g., on your overhead) from your peers.
3. After receiving feedback from your peers and listening to the presentation of others,
revisit your learning outcomes and your concept map. Revise both to reflect changes.
Ensure that your map and your outcomes are in alignment. You may want to revisit and
revise them further this evening.
Learning Outcomes: Step 4
Constructive alignment (first coined by John Biggs) is key to sound course design. The following
(next page) course blueprint template is designed to assist you in thinking through your course
and ensuring alignment between what you say and what you actually do (i.e., your outcomes,
assessment, activities and processes).
Begin by entering your learning outcomes and indicating their centrality to the course by
assigning a weighting to them. Your weightings should total 100%. Remember this is a working
document and is subject to change in the coming days.
Revisit this document as you begin to firm up your assessments, practices, processes, etc. If
you’re not ready to commit on paper just yet, revisit your map and use the different coloured
sticky notes to layer on items that fall under each of the column categories outlined on the
blueprint.
Course Blueprint
Learning Outcome
Weightin
g
(%)
Proposed
Instructional Strategies
Assessments
(e.g., learning activities /
instructional methods)
Content / Resources /
Other
Course Blueprint
Learning Outcome
Weightin
g
(%)
Proposed
Instructional Strategies
Assessments
(e.g., learning activities /
instructional methods)
Content / Resources /
Other