I found a way to create order from my jumbled ideas | Writing Slowly<br /> by [[Richard]] on writingslowly.com <br /> accessed on 2025-08-30T19:54:37
The structure of SOLO reminds me of the relationship of Bloom's Taxonomy and zettelkasten: https://boffosocko.com/2022/04/01/the-zettelkasten-method-of-note-taking-mirrors-most-of-the-levels-of-blooms-taxonomy/
One example of a curriculum data source is OpenSyllabus.org, a non-profit that hosts acomprehensive repository of higher ed course information. OpenSyllabus.org can serve as a value-added provider that sends skill information about specific college coursework to the parsers. This willexpand the potential skill information parsers can associate with a resume, going beyond what mightbe gleaned only from reading a course or degree title. They would now have access to informationderived from more detailed course catalog descriptions or even course syllabi information. Parserswill be able to send more extensive lists of skills over to companies’ HR platforms in a structuredformat they can immediately utilize. This integration also captures the skills from a particular type ofnon-degree credential - the coursework completed by the 40 million people in the U.S. who have somecollege, but no degree.
This might catch the attention of HE people paying attention. It also hopefully connects to the participants who shared that they are not getting the information about the programs that they desire. If the data being consumed (by this vendor or others) is still rooted in describing the content of the learning and not the measurable, assessed outcomes, then it's utility is limited and, crucially, it could create trust issues that make consumer wary of all the data. On the other hand, if they can trust the high quality data, there will be a window of competitive advantage for HE institutions that choose to share the data that the consumers (largely employers) want to see.
Assigning credits to learning outcomes allows for the accumulationof units of learning and provides for transferability from one setting to another forvalidation and recognition. Interviewees representing countries in which VETsystems are modularised indicated that modules are designed to indicate a set oflearning outcomes that are expressed in terms of credits. The interviewees fromnational authorities and VET providers commonly agreed that the introduction ofmodular structures in VET and the application of a learning outcomes-basedapproach was set to provide more individualised training paths, enabling accessand progression for learners.
Align Learning Outcomes to Credits (key for meaningful unbundling/bundling)
The European approach to microcredentials(European Commission, 2020a) also highlights the importance of clearly definedlearning outcomes as a way to promote overall transparency and provide detailedinformation regarding what a learner is expected to know and is able to do
Purpose of Learning Outcomes
31:00 Zettelkasten as system for ongoing learning (not bound to an outcome)
As one expert reminded, “Bereavement is the No. 1 predictor of poor school outcomes.
What sorts of prompts or questions could teachers and learners use on a regular basis, similar to Brian Eno and Peter Schmidt's Oblique Strategies, to improve their learning environments, creativity, and learning outcomes?
Overarching Learning Goals that are achievable for your students
Multiple tiers of interconnected and aligned goals link classroom activity with published standards and curricula.
Blakely, Tony, John Lynch, Koen Simons, Rebecca Bentley, and Sherri Rose. ‘Reflection on Modern Methods: When Worlds Collide—Prediction, Machine Learning and Causal Inference’. International Journal of Epidemiology 49, no. 6 (1 December 2020): 2058–64. https://doi.org/10.1093/ije/dyz132.
les objectifs à atteindre ne sont pas codés au départ
Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.
Because documentation of student learning impacts may not reflect the core objectives of all CTLs — and because this investigation is resource-intensive
Measuring impact of on student learning outcomes is resource-intensive. This makes me think of the Tracer project.
Learning Design Process
The Royal Roads University has created this useful site that offers support and assistance in the design and development of curriculum. What I found to be very useful is the support dedicated for Moodle, the online curriculum software as I have recently signed up for the site.
The methodology used by the University is focused on an outcomes approach with integration of pedagogical and technological elements and blended learning.
The site has a research link and the kb was excellent. I was very pleased to have found this resource.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence
This could be a series of tags determined by prof.
Van Merriénboer (1997) recommendedthat the first problem in a sequence should be aworked example that shows students the type ofwhole task that they will learn to complete.
This is a great way to communicate/model a learning outcome.
when outcomes are non-transparent
Before Common Core.