This was a very useful PgCert Workshop, number 4, in which discussion was centred around the effectiveness of setting Learning Outcomes. In the article I read, Nicholas Addison explores the role of Learning Outcomes (LOs) in higher education, particularly in the UK.
When discussing the strengths and weaknesses of Learning Outcomes from a practical approach, I found it interesting that during the session Learning Outcomes were defended by my peers who teach a high number of ESOL students, as a way of presenting clear, objective and measurable aims, to ‘enable parity and access across courses (inter)nationally’ and ‘Students who might otherwise be excluded from formal education are able to participate, thereby widening access.’ (Nicholas Addison).
To give a balanced argument, the above quotes regarding their effectiveness are contrasted, so Addison questions their effectiveness and advocates for a less prescriptive approach, drawing on cultural-historical activity theory (CHAT) to understand learning as socially situated and emphasises the importance of open-ended, creative learning experiences. CHAT, rooted in the work of Vygotsky and Leontiev, highlights collective action, tool use, and community as core ideas, emphasising the interconnectedness of human activities with cultural and historical contexts. Following this argument, I wonder if students could reflect on their learning and write their own LOs for the next project?
For teaching Creative subjects, Addison critiques LOs for their tendency to limit the messiness and excitement of creative endeavours and highlights the importance of open-ended learning experiences. Addison argues that LOs, driven by assessment concerns, deny the complexity of learning and dismantle affective relations crucial for social learning. In essence, he advocates for a more nuanced understanding of learning outcomes and curriculum design that embraces the complexities of learning processes and values open-ended, exploratory learning experiences.
This article caused me to reflect on my own very varied Learning journey, from (possibly Freire-en) Primary School through Disciplinarian Secondary School and beyond to University and Art College, and brought about a realisation that my experience as a student has meant that being an empathetic, reflective and personal tutor is axiomatic to me. However this is not to deny the usefulness of LOs in tandem with a more flexible approach.
This is a link to a book written about my Primary School by its visionary Head, Henry Pluckrose.
https://archive.org/details/openschoolopenso0000pluc
Addison, Nicholas. (2014); ‘ Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation. ‘, International Journal of Art & Design Education, 33:3, pp. 313–325