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Get our Learning Outcomes MS PowerPoint and Google Slides presentation template to depict the specific, measurable results that describe what learners should know, understand, or be able to do after completing a learning experience, such as a course or training program.

Business leaders, HR heads, and senior managers can make the most of this set to illustrate the formula for calculating learning outcomes. You can shed light on the key components and characteristics of the learning outcomes framework. Educators can explain how defining learning results provides clarity and direction for educators and learners, guiding curriculum design, instructional strategies, and assessment methods.

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Writing Learning Outcomes

Dec 20, 2011

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Writing Learning Outcomes. Best Practices. What are learning outcomes?. Formal statements that articulate: What students are able to do after instruction Why students need to do this. Why assess?. It builds evidence for accountability, accreditation and improvement.

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Writing Learning Outcomes Best Practices

What are learning outcomes? • Formal statements that articulate: • What students are able to do after instruction • Why students need to do this

Why assess? • It builds evidence for accountability, accreditation and improvement. • Shows evidence of how well our students learn. • Uses evidence for continuous improvement.

Simply put • Know what you are doing • Know why you are doing it • Know what students are learning as a result • Make changes in the curriculum based on that information

Shifting focus from • Teaching to learning • Teaching effectiveness to learning results • Private affair to community property

Some benefits of learning outcomes • select content • develop instructional strategy • develop and select instructional materials • construct tests and other instruments for assessing and evaluating • improve the overall program

Writing Learning Outcomes • Learning Outcomes Formula • Bloom’s Taxonomy • Characteristics of Good Learning Outcomes • Learning Outcomes Exercise • Write Your Learning Outcomes

1. What do you want the student to be able to do? This question asks you to develop the outcome. For Example: Students will evaluate reference books appropriate to the topic in order to locate the best background information and statistics. ACRL’s IIL Immersion Summer 2005

Learning Outcomes Formula Verb Or Action Phrase Great Learning Outcomes + Why? = “In Order To” OR What students need to know? “Student evaluates reference books appropriate to the topic” Why do they need to know this? “locate background information and statistics.” “In Order To” ACRL’s IIL Immersion Summer 2005

Importance of Verbs • Behavioral Outcomes • Affective Domain • Psychomotor Domain • Cognitive Domain

Cognitive Domain • Involves knowledge and the development of intellectual skills • Bloom’s Taxonomy • Hierarchy of objectives according to cognitive complexity • Higher-level objectives include, and are dependant on lower level cognitive skills

Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

Bloom’s – Lower Levels • Knowledge • Recalling previously learned information such as facts, terminology, rules, etc. • Answers may be memorized or closely paraphrased from assigned material. • Define, list, name, recall

Bloom’s – Lower Levels • Comprehension • Ability to comprehend the meaning of material. • Answers must be in the student’s own words while still using terminology appropriate to the course material. • Explain, summarize, distinguish between, restate

Bloom’s – Lower Levels • Demonstrate rote or surface learning • Declarative or Procedural Knowledge • Answers found in the assigned materials • 80% of HS teachers test at these levels

Bloom’s – Higher Levels • Application • Requires recognizing, identifying, or applying a concept or principle in a new situation or solving a new problem. • May require identifying or generating examples not found in assigned materials. • Demonstrate, arrange, relate, adapt

Bloom’s – Higher Levels • Analysis • Ability to break material down into its component parts and to understand its underlying structure • May require students to compare and contrast or explain how an example illustrates a given concept or principle. • Require students to identify logical errors or to differentiate among facts, opinions, assumptions, hypotheses and conclusions • Expected to draw relationships between ideas • Differentiate, estimate, infer, diagram

Bloom’s – Higher Levels • Synthesis • Opposite of Analysis • Ability to combine parts to form a new whole; to synthesize a variety of elements into an original and significant whole. • Produce something unique or original • Solve some unfamiliar problem in a unique way • Combine, create, formulate, construct

Bloom’s – Higher Levels • Evaluation • Ability to evaluate a total situation, to judge the value of material for a certain purpose, combining elements of all the other categories and also value judgments based on defined, fixed criteria. • The most important part of the answer is the justification and rationale for the conclusion • Judge, critique, justify, discriminate

Bloom’s – Higher Levels • Meaningful or deep learning • Go beyond textual material in that they must be inferred or extrapolated from the material in the assigned material. • Students’ creativity, originality and critical thinking is required at higher levels • More authentic than lower levels • Thinking at this level is more likely to represent types of performances required in the real world

Activity You will each be assigned a level of Bloom’s taxonomy. • Develop an appropriate learning outcome for each level of learning to teach students to cite works in a term paper using the appropriate format (APA, etc.) • Share with the group

Characteristics of Good Learning Outcomes • Measurable/Assessable • Clear to the student & instructor • Integrated, developmental, transferable • Use discipline-specific competencies/standards • “In order to” gets to the uniqueness and real world application of the learning • Use a variety of Bloom’s Taxonomy levels ACRL’s IIL Immersion Summer 2005

Example 1 • Bad Outcome • Students will name the three types of rock in order to differentiate among the three.

Example 1 • Good Learning Outcome • Students will compare and contrast the characteristics of the three types of rocks in order to differentiate among the three.

Example 3 • Bad Outcome • Use Illiad and Texshare in order to access materials not available at the UNK Library.

Example 3 • Good Outcome • Utilize retrieval services in order to obtain materials not owned by the UNK Library.

Last Example • Bad Outcome • Students will construct bibliographies and in-text references using discipline appropriate styles in order to contribute to academic discourse in their discipline.

Last Example • Good Outcome • Construct bibliographies and in-text references using discipline appropriate styles in order to correctly attribute others' work and ideas.

Let’s Write a Learning Outcome Choose specific information or a skill that you teach in a class • What does the student need to know? • Why do they need to know this? • What is the appropriate learning level? Write an appropriate learning outcome

Learning Outcomes as the Basis for Designing Courses 5 Questions for Instructional Design • What do you want the student to be able to do? (Outcome) • What does the student need to know in order to do this well? (Curriculum) • What activity will facilitate the learning? (Pedagogy) • How will the student demonstrate the learning? (Assessment) • How will I know the student has done this well? (Criteria)

Revising Your Learning Outcomes • Review all of your department’s current learning outcomes using the checklist provided • Identify problem areas • Revise the learning outcomes to reflect what you’ve learned about writing “good” outcomes.

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Learning Outcomes PowerPoint Templates and Google Slides

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What to expect.

When we decide to learn something, having an idea about what the outcomes of the learning session will be can help with the entire process. The same holds true for courses being taught at colleges, universities, during business-related workshops, and more. Knowing about the outcomes gives interested people an outline of the benefits of gaining particular knowledge. For example, during a workshop, the results can be an improvement in specific skills to help with one's professional life. Our visually stunning pre-designed Learning Outcomes PPT can offer much-needed aid in conveying information about this topic. Whether you're a teacher, a student, or a brand manager, you can use such a professionally designed set to let your audience understand more about the importance of listing outcomes of learning sessions.

The Formula

As far as experts are concerned, there is a formula which can be followed when detailing the results of a particular learning session. There needs to be an Action Verb followed by the Content or the Topic which needs to be learned. Then there's Context followed by Assessable Outcomes. Of course, our pre-designed template already has content present to serve as an outline. You can use the available material, or you can change it all to deliver the presentation you wish. No prior experience is required for you to use these slides.

Better Outcome! Less Effort!

Using our editable set gives you the opportunity to save a lot of time. Not everyone can sit down for hours every day to create a presentation from scratch. Our slides are here to help. Select from different color themes and then edit everything on the slide with a few clicks. These slides feature HD vector-based graphics. You will have the ability to resize any icon or image on the slides. By working on the Learning Outcomes PowerPoint template, which we have pre-designed, you will be able to have more time to spend on polishing your delivery skills.

Mesmerize on the Preferred Platform

By being compatible with Microsoft PowerPoint, Google Slides, and Apple Keynote, this editable set can be used to give a slideshow on the platform of your choosing. So, go ahead and download a theme to see how it can help you.

Create compelling presentations in less time

Identifying and Articulating Outcomes

Outcomes can be at the university, program or course level. Learning outcomes may be defined as the change in a student’s knowledge or skills as a result of the student’s experience(s). The focus of the learning outcomes should be on the results of learning, and not on the process used to accomplish the learning. The learning outcomes should be communicated with students so they understand the expectations. Having too many outcomes can be confusing and harder to achieve and assess. It is often advantageous to keep it simple with a core set of learning outcomes that make sense and have clear benefits for the students.

Try keeping the following questions in mind when developing learning outcomes:

What are your goals? What knowledge or skills do you want students to possess when they finish the course/program?

How will you know when a change in the student’s knowledge or skills has occurred? What specifically will be different about the students?

How will you assess the degree to which the students have achieved the learning outcome?

What is the difference between a learning outcome, a program outcome and process/operational outcome?

Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to demonstrate as a result of a completing a course . They are student-centered rather than teacher-centered, in that they describe what the students will do, not what the instructor will teach.

Program outcomes are statements conveying the intent of a program of study . They are often seen as the knowledge and skills students will have obtained by the time they have received their intended degree.

Specifically, program outcomes should be:

1. Relevant and tailored to meet the specific needs of a discipline, ensuring students are gaining skills and knowledge essential to the field.

2. Clear and measurable in order to identify if a student has achieved the outcome.

3. Written to accommodate a variety of teaching and learning approaches so that there are multiple ways to teach to the outcome.

Examples of program outcomes:

• Graduates of the program will collaborate effectively as a part of teams and in interdisciplinary contexts.
• Graduates of the program will deliver effective presentations in which they combine visual communication design with oral arguments and/or written word.
• Graduates of the program can describe ethical issues in conducting research.

Process/operational outcomes document how effectively or efficiently the operational aspects of a departmental program or activity are functioning by assessing, for example, buildings, budgets, attendance, number of programs, satisfaction, wait times, etc. (Henning & Roberts, 2016)

• 80% of all First Year Seminar students will participate in at least 3 career resource workshops before the end of the year.
• 150 students will participate in the at least one Wellness Workshop in the fall semester.
• Conference attendees will report high satisfaction with the conference facilities.

Frameworks and Taxonomies of Learning

• We recommend using the Backward Design framework to design learning outcomes. If you'd like to learn more, WMUx has some excellent resources on this topic .
• Bloom's Taxonomy
• Revised Bloom's
• Fink's Taxonomy of Significant Learning

Guides for Developing Outcomes

• How to write learning outcomes for co-curricular programs - Watch this 30-minute video to learn tips for writing clearly articulated learning outcomes. (Resource from Campus Labs now Anthology).
• Learning outcomes worksheet - Complete this worksheet to help you to learn how to and practice creating meaningful and measurable learning outcomes. (Resource from Campus Labs now Anthology).
• Guide on designing effective learning objectives - This guide will provide strategies for crafting clear, measurable, and impactful learning outcomes that enhance the teaching and learning process. It emphasizes the importance of aligning objectives with instructional design and assessment practices to optimize educational experiences for students. (Carnegie Mellon University, Eberly Center.)

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

• Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
• Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
• Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
• Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

• Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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