Writing and using learning outcomes: a practical guide

The overall aim of the Bologna Agreement (1999) is to improve the efficiency and effectiveness of higher education in Europe. One of the main features of this process is the need to improve the traditional ways of describing qualifications and qualification structures. As a step towards achieving greater clarity in the description of qualifications, by 2010 all modules and programmes in third level institutions throughout the European Union will be written in terms of learning outcomes. International trends in education show a shift from the traditional teacher-centred approach to a student-centred approach, i.e. the focus is not only on teaching but also on what the students are expected to be able to do at the end of the module or programme. Statements called learning outcomes are used to express what the students are expected to achieve and how they are expected to demonstrate that achievement. Learning outcomes are defined as statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning (ECTS, 2005). When writing learning outcomes it is helpful to make use of Bloom’s Taxonomy of Educational Objectives. This classification or categorisation of levels of thinking behaviour provides a ready-made structure and list of verbs to assist in writing learning outcomes. Most learning outcomes describe evidence of learning in areas like knowledge, comprehension, application, analysis, synthesis and evaluation. This area is known as the cognitive domain. The other two main domains are the affective domain (attitudes, feelings, values) and the psychomotor domain (physical skills). In general, when writing learning outcomes begin with an action verb followed by the object of that verb. This handbook contains a list of action verbs for each area of Bloom’s Taxonomy. Sentences should be kept short to ensure clarity. Learning outcomes must be capable of being assessed. When deciding on the number of learning outcomes to write, the general recommendation in the literature is about six learning outcomes per module. The most common mistake in writing learning outcomes is to use vague terms like know, understand, learn, be familiar with, be exposed to, be acquainted with and be aware of. It is important to link learning outcomes to teaching and learning activities and assessment. This may be done with the aid of a grid to assist in checking that the learning outcomes map on to the teaching and learning activities as well as to the mode of assessment. The advantages of learning outcomes for teachers and students are well documented in the literature in terms of clarity, effectiveness of teaching and learning, curriculum design and assessment. In addition, learning outcomes assist greatly in the more systematic design of programmes and modules

Development and Evaluation of Online Approaches for Improved Kinaesthetic Learning in Science

[EN] Kinaesthetic learning is expressed when physical actions are used to connect concept development to reality, for example through model building, trial and error practice, or role-play interactions. Learning through a kinaesthetic modality is highly effective and complementary to other learning modalities. Recent advances in gamification for education have increased access to science simulations and learning online. However, the transfer of offline kinaesthetic techniques to online learning remains under-researched and poorly implemented on affordable, scalable platforms. Here we describe an accessible approach for educators on how to incorporate online kinaesthetic aspects into lessons through use of a scalable and affordable framework developed called the ‘Kinaesthetic Learning System’ (KLS). This framework should be of particular use for learning complex molecular life science topics but can be adapted and modified independently by the educator to address different knowledge levels and for expansion to other disciplines.Scanlan, A.; Kennedy, D.; Mccarthy, T. (2021). Development and Evaluation of Online Approaches for Improved Kinaesthetic Learning in Science. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 153-161. https://doi.org/10.4995/HEAd21.2021.13146OCS15316

An investigation of student teachers' teaching of difficult ideas in chemistry

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Making programme learning outcomes explicit for students of process and chemical engineering

There is a global shift from solely content-driven teaching to learning outcomes driven engineering education which underpins much of the educational reform. In engineering education, degree programme learning outcomes are more commonplace as more and more professional accrediting bodies require fulfilment or compliance with prescribed learning outcomes. However, the students may not be presented with these learning outcomes as they are often “hidden” in application for accreditation documentation and not divulged to the students. This is the context of this thesis study. Undergraduate students (2006-2008) taking the BE degree programme in Process & Chemical Engineering at UCC were first surveyed to assess their level of knowledge of the learning outcomes concept and of the degree programme learning outcomes. The contents of two application documents for accreditation documents submitted to professional accreditation bodies along with Institution guidelines were reviewed to formulate the degree programme learning outcomes and these were presented to the students. These students were then surveyed after the presentation. The results of the questionnaire demonstrated a major improvement in the knowledge of the learning outcomes concept and the degree programme learning outcomes amongst the students. It also showed that the students found the session to be beneficial

Nonlinear aspects of the EEG during sleep in children

Electroencephalograph (EEG) analysis enables the neuronal behavior of a section of the brain to be examined. If the behavior is nonlinear then nonlinear tools can be used to glean information on brain behavior, and aid in the diagnosis of sleep abnormalities such as obstructive sleep apnea syndrome (OSAS). In this paper the sleep EEGs of a set of normal and mild OSAS children are evaluated for nonlinear behaviour. We consider how the behaviour of the brain changes with sleep stage and between normal and OSAS children.Comment: 9 pages, 2 figures, 4 table

Taste and Smell Abnormalities in Advanced Cancer: Negative Impact on Subjective Food Intake

Background: Taste and smell abnormalities (TSAs) are present in all cancer stages and may contribute to malnutrition. Despite this, they are rarely screened for. This study examined the prevalence and characteristics of TSAs and their influence on subjective food intake in advanced cancer. Methods: Consecutive patients with advanced cancer were recruited. A modified Taste and Smell Survey assessed subjective TSAs. Objective TSAs were assessed with validated taste strips and Sniffin Sticks. A six-item food intake questionnaire identified any effect TSAs had on food preferences/aversions. Nutrition status was evaluated with the abridged Patient-Generated Subjective Global Assessment. Results: All 30 participants had either subjective or objective TSAs. The prevalence of TSAs varied based on the assessment tool used. Participants were more aware of taste changes (TCs) than smell changes (SCs). TCs caused reduced food intake in 13 participants. Six reported SCs affected food intake. Food choices caused by TSAs were inconsistent. Some foods preferred because of TSAs were avoided by other participants. None received nutrition counseling on TSA management. Almost all were at malnutrition risk (97%). Almost half (47%) felt TSAs reduced quality of life (QoL). Participants reported not looking forward to meals and can\u27t sit down and eat anything because of TSAs. Conclusion: TSAs were highly prevalent and impactful on food intake. Both TCs and SCs were complex and varied on an individual basis. Despite the effect on health and QoL, no patients received any nutrition counseling on TSA management. Individualized screening and advice are needed for TSAs in advanced cancer

Subjective and Objective Assessment of Taste and Smell Sensation in Advanced Cancer

Context: Taste and smell abnormalities (TSA) occur throughout the cancer trajectory regardless of cancer primary site and contribute to cancer-associated malnutrition. TSA etiology is poorly understood. Tumor-related inflammation is a possible cause. Objective: This study examined the prevalence, characteristics, and severity of TSA in advanced cancer and explored the relationship between TSA and nutritional status. No previous study combined subjective and objective measures for both taste and smell assessment in this population. Method: Consecutive advanced cancer hospice patients were recruited. A modified version of the “Taste and Smell Survey” assessed subjective TSA. Validated taste strips and “Sniffin’ Sticks” were the objective measures. The abridged patient-generated subjective global assessment evaluated nutritional status. Results: A 93% prevalence of TSA in 30 patients with advanced cancer was identified. When subjective and objective evaluations were combined, 28 had taste abnormalities, 24 smell abnormalities, and 24 both. Taste changes included “persistent bad taste” (n ¼ 18) and changes in how basic tastes were perceived. Half reported smell was not “as strong” as prediagnosis, while more than half (n ¼ 16) had an objective smell abnormality. Most (97%) were at risk of malnutrition. Fatigue, dry mouth, early satiety, and anorexia were common nutrition-impact symptoms. No statistically significant relationship was found between TSA and malnutrition scores. Conclusions: TSA were highly prevalent. Subjective taste and smell changes did not always accord with objective TSA, suggesting both assessments are valuable. TSA characteristics varied, and particular foods tasted and smelled different and were not enjoyed as before. TSA are common, high-impact problems in advanced cancer