Writing Learning Outcomes: A Guide for Academics at University of Dublin, Trinity College - Ms Ann Lahiff
This guide provides an introduction to writing learning outcomes for your programmes, courses and modules.
It is divided into four main sections: Section one introduces learning outcomes, explains what they are and why we use them. Section two addresses the differences between aims and learning outcomes. Section three concentrates on how to write learning outcomes, and section four comprises a brief case study that offers some practical strategies for constructing curriculum-wide learning outcomes.
Curricular Debates in Higher Education: an overview - Ms Ann Lahiff
This document explores the epistemologies and assumptions that underpin conceptions of the curriculum in order to promote an inclusive and shared vocabulary as a basis for curriculum development. It refers to the main arguments expressed in a series of articles and approaches that frame how curricula in higher education are construed.
The following approaches to curriculum design and development are considered:
- Constructive alignment
- Curriculum as Process
- Engaging Curricula
- Threshold Concepts
- Problem and Enquiry based learning
Inclusive Course Design
Trinity Inclusive Curriculum
The TIC Resource Website includes information on embedding inclusion in course design.