How to create coherence in course planning?

Create clear goals for the course and define what you want students to take away from it by writing effective intended learning outcomes. When writing the outcomes, it can be useful to consider how they can help students describe their own competence. What do you want them to have learned? Below are four elements that characterise a good intended learning outcome, inspired by a model developed at NTNU.

Active use of verbs

First, the intended learning outcome should include a verb. The verb should show how students are expected to demonstrate what they have learned. It is important that the verb focuses on what students should be able to do once they have completed the course. Verbs should be active and independent. Examples include “understand”, “develop” and “analyse”. The verb is also closely linked to the level of learning, but direct comparisons with levels above or below should be avoided.

Object

The intended learning outcome should also include an object. This should state “what” the students have learned. More specific competence goals provide greater insight into the course beyond its headings, and may therefore be more useful. At the same time, there is a balance to strike: intended learning outcomes should not become so specific that implicit competence is excluded. They should not be lists of syllabus material, but they should still specify what students should be able to do.

Level

A review of intended learning outcomes at the Faculty shows that the vast majority say nothing about level. Level functions as a qualifier, indicating the degree to which students should possess a skill or knowledge. This can be expressed in different ways: directly, by distinguishing between “good knowledge”, “very good knowledge” and “familiarity with”, or more indirectly, through the deliberate use of verbs. Bloom’s taxonomy can provide guidance here, by helping you select verbs that match the expected level.

• You can find inspiration for using Bloom’s taxonomy on this page.
• A Norwegian translation and inspiration for verbs can be found on this resource page from UiA [in Norwegian].

For example, stating that students should “reproduce” or “evaluate” theories of international relations gives a useful description of the expected level. It is a helpful tool for showing how courses relate to one another and for indicating the emphasis given to different topics within a course. It also gives instructors another opportunity to reflect on what it is realistic to expect of students, given the time and resources available, and on how this level of knowledge can be assessed within the framework available for the examination.

Context

Each intended learning outcome should also be placed in an academic context. This builds on the level by indicating the requirements placed on the student’s acquired knowledge. An example of a course that does this well is HGO4011. Its intended learning outcome does not merely state that students should be able to critically analyse how knowledge is acquired, but that they should do so within human geography.

Examples of good intended learning outcomes

• See how TIK4011 actively uses verbs to show the level students are expected to master.
  • For example: “Ability to critically engage with key literature in encounters with empirical cases and materials.”
• See how the intended learning outcomes in UTV1000 are specific and use a variety of verbs to show what is expected of students.
  • For example: “Discuss approaches to international aid in relation to current topics in the development debate, both in writing and orally.”
• See the interplay between object and verb in STV2235, which provides a good insight into the course.
  • For example: “Understand the theoretical explanations for causes of human rights violations, as well as for their consequences.”

Digital resources are useful tools for making teaching more interactive and accessible. This contributes to active learning and improved learning outcomes.

Examples of digital learning activities

• LINK’s tips on hybrid teaching. The page shows how digital and in-person formats can be combined in teaching.