I led a 1.5 hour workshop on how learning outcomes had changed in the 21st century. It provoked much thinking in me. First I had to clarify for myself what learning objectives and learning outcomes were.
I see objectives as teaching-centered and outcomes as learning-centered. Objectives guide what we teach; outcomes are what we hope students learn. The model of program evaluation works well here. We are both the program implementers (we teach the class) and the program evaluators. Programs can be evaluated in 3 areas: efficiency, effectiveness, and impact. Efficiency is about using the resources appropriately. Effectiveness is about meeting program objectives. Impact is about how the program changes lives. I see a good correlation between efficiency/objectives and impact/outcomes. The model works for me and aligns with my current understandings. Now, to ponder the other pieces.
When I was designing the session, I wondered about participant thinking on the 21st century and on objectives vs. outcomes. I wanted to set a stage for deep understanding of the changes and nature of changes happening in our workforce and our students– I read an excerpt from A Whole New Mind by Dan Pink, provided opportunity for discussions, and showed a video on 21st century students . I appreciated that Evelyn brought up the LEAP Report and that several pointed out the banking attitude that many current students have towards education. Both enriched our thinking.
My hope was that we had shared and deepened our understanding of 21st century challenges and were then ready to talk about learning objectives and outcomes. I didn’t want to give a set answer on objectives and outcomes, hence the World Cafe conversation format. I was surprised by the variety of understandings of objectives and outcomes. Lastly, I wanted to plant a seed of possibility by having each person the story of a student describing his/her class. My hope was to create a subliminal intention to make that story a reality.
Cindy chided me later that we didn’t go back to the issues of the Conceptual Age and what that meant for our learning outcomes. I jokingly replied that I knew I was off the hook- there wasn’t time for that next level of discussion. I apologize that I didn't create an opportunity for that exploration. We set the stage nicely, I think, for that next level. I'd love to hear how the conversation and courses evolve.
