Negotiating learning outcomes in LD

Learning Development is, amongst other things, a form of teaching, and as such, we draw constantly on the theory and practice of teachers. Many of us are qualified teachers, or have undertaken professional development on the fundamentals of teaching. And one of the first things you learn as a teacher is how to determine your learning outcomes. You, as the subject expert, design or interpret the curriculum, and ascertain for each teaching session, module or course, what the learning outcomes will be. By the end of the session, students will be able to… [insert Bloom’s Taxonomy Verb here] etc etc.

As a qualified teacher myself, this was the starting point of my practice as a learning developer. I’d planned courses and classes as a subject lecturer, and it seemed to carry over quite naturally into planning workshops. In practice, however, I found that this task – tricky at the best of times – was even more problematic in my learning development practice than when I was a subject lecturer. Why?

Learning outcomes arise from the gap between where the students are now, and where we need to get them to after the teaching. Learning outcomes give a direction to our teaching, and a basis to assess whether that teaching was successful. But that starting point – where are the students now – is really hard to establish as a learning developer. We may be seeing them for the first (and only) time, know very little about them and their prior learning experiences or, if embedding in subject teaching, we might not be entirely familiar with the course and what we might reasonably expect them to know or need to know. Or as a group, they may simply be so diverse that it’s hard to make any generalisation about what ‘they’ know!

The end point – where we need to get them to – is also tricky. As learning developers, we don’t have a body of subject knowledge to pass on as such. We’re not in the business of imposing as subject experts what we deem to be key prescribed knowledge, but working in equal partnership through negotiation to ascertain what would help both lecturers and students meet their own learning outcomes, not primarily ours.

So we’re not the only party who has a say in that goal. If you’ve been commissioned by a lecturer to offer a session supporting their module or course, you’ll have been given an extensive, diverse and possibly quite scattergun and unrealistic list of things they want the session to achieve. The students too, have their own ideas about what they want to get out of a session – from ‘Nothing, attendance is compulsory and you’re teaching us to suck eggs’ to a need which is pressing, clearly articulated, possibly unrealistic and… not quite what your planned session is actually about.

As learning developers, student-centredness is one of our core values, and we need to recognise that students are ultimately the experts in their own individual learning. I feel we should give at least equal attention to what students say they want to learn, as to what their lecturers request, or even what we feel might be helpful. After all, our only agenda is that the students become confident, successful independent learners, whatever that means to them, which is very different to the subject lecturer whose role is to ensure that students learn what is deemed by the subject discipline community to be the core knowledge of that subject. Students have far less input into that sort of curriculum; it’s the role of the subject expert to determine. However, I think that in order to set effective learning outcomes as a learning developers, we need to give students a say in them.

So in creating our learning outcomes as Learning Developers, our role is actually balancing the perspectives of both the students and lecturing staff, and bringing our own expertise to bear in terms of what we feel is most relevant to both parties, achievable and within our remit.


Negotiating Learning Outcomes as a Learning Developer1

However, the second difficulty is the need to unpack those perspectives. Lecturers may have very clear ideas of what the students do (or more often, should) know as a result of their own prior teaching (or teaching that they assume the students have had from previous stages of education). These assumptions may not be entirely accurate, and can’t reliably be used as a sole guide to where the students are now, and where you can then build from. It’s also a possible source of anxiety for lecturing staff – if their students should know this and don’t (“but I’ve told them that!”), will you be judging their teaching? It’s as well to tactfully create an opportunity at the start for the students to tell us where they feel they are, so we can pitch a session right, as well as being a good basis for their own ongoing learning.

Likewise, students may have very clear ideas of what they already know- and this may equally be inaccurate. ‘But we already know how to write essays!’ Sure – they may know how to write A-level essays, but university study is different and this subject is different and if they try to apply what they know to this new context, then they will find expectations will have been raised, the rules of the game will have been changed. We know this – but it’s hard to articulate this in a way that moves beyond that view of writing-as-mechanical-skill to something more nuanced, context-specific and progressive, and which gets students on board with the aims of a session.

And of course both lecturers and students may have equally clear and yet wildly divergent ideas about what the students need to learn.  Lecturers may be picking up on a need in their assessment, but are not always able to identify it accurately in their feedback (how many times have I seen a student who’s been told to improve their grammar, when in reality, their writing is grammatically correct, but needs a bit of work on conforming to conventional academic style?). Students similarly may not be able to put their finger on or articulate what they need, have misunderstood the expectations on them, or they may feel the need to express it in a way that feels less shaming to them. This is another area in which anxiety may arise that we’re judging them, a fear which we need to allay to be able to enlist their help in setting appropriate learning outcomes.


Negotiating Learning Outcomes as a Learning Developer2

So setting learning outcomes as learning developers is tricky –

  • do we even have ‘learning outcomes’ in a traditional sense?
  • both students and lecturers also have a say in what those learning outcomes are…
  • …but neither may be clear about what the need really is

Our role as a learning developer is to step into this situation, negotiate between lecturers and students as to where the priorities for a session really are, try to untangle the reality of assumed prior and required learning which lies somewhere between the students’ and staff’s perceptions, and bring our own expertise to bear on what we feel would best meet the needs we’re seeing in a way that’s acceptable to all three parties.

No wonder setting learning outcomes is no simple matter as a learning developer!



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